Speaker
Description
Background & Objectives:
Reading and academic performance are closely tied to efficient visual processing skills, yet locally validated tools for assessment in Ghana are lacking. This study aimed to establish age- and grade-specific normative values for the Developmental Eye Movement (DEM) test among Ghanaian children to improve diagnostic accuracy and guide interventions for visual processing difficulties.
Methods:
A descriptive cross-sectional study was conducted with 470 students aged 5.00–15.11 years from private basic schools in Kumasi. Participants were stratified by grade, age, and sex, and assessed using the DEM test under standardized conditions. Data integrity was maintained using audio recordings and coded identifiers. DEM scores were analyzed in line with the standard DEM test manual to derive normative values.
Key Findings:
Significant age-related improvements were observed in Vertical Adjusted Time (VAT) (F = 50.41, p < 0.001, R² = 0.523) and Horizontal Adjusted Time (HAT) (F = 58.01, p < 0.001, R² = 0.558). DEM Ratio also showed a significant age effect (F = 10.53, p < 0.001, R² = 0.187), and Total Errors decreased with age (F = 13.03, p < 0.001, R² = 0.221). Older children performed faster and with fewer errors. Comparisons with U.S., Spanish, and Chinese norms revealed Ghanaian children had longer mean HAT and VAT, while no significant sex differences were found across DEM subscales (p > 0.05).
Implications & Conclusion:
Ghanaian children scored significantly lower on DEM than their international peers, highlighting the necessity for localized normative standards. These benchmarks will support clinicians, educators, and researchers in accurately diagnosing and managing visual processing deficits associated with academic performance.
Keywords:
Normative values, Developmental Eye Movement test, visual tracking, academic performance