Tehran University of Medical Sciences Journal of Modern Rehabilitation 2538-385X 0 - 2026 09 12 1502 1502 Enayatollah Osroosh Department of Optometry, School of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Saeed Rahmani Department of Optometry, School of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Ebrahim Jafarzadehpour Department of Optometry, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Haleh Kangari Department of Optometry, School of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Mohammad Reza Talebnejad Poostchi Ophthalmology Research Center, Department of Ophthalmology, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran Ali Reza Akbarzade Baghban Proteomics Research Center, Department of Biostatistics, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Saeedeh Hoseinmenni Department of Optometry, School of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran 2026 02 16 2026 05 13 Background: Reading difficulties in school-aged children are frequently associated with oculomotor deficits, including prolonged fixation durations, increased saccade frequency, and frequent refixations. Given the critical role of eye movements in fluent reading, early diagnosis and targeted intervention are essential to mitigate adverse academic, social, and economic outcomes. This study aimed to evaluate pre‑post changes in Developmental Eye Movement test (DEM) test performance following a structured oculomotor training program, delivered via the Sanet Vision Integrator(SVI) system, in Iranian primary school children with reading difficulties. Material and Methods:This single-group, pre- and post-intervention study included children recruited from primary schools in Shiraz, Iran.Training sessions of 30 minutes, incorporating saccadic and tracking exercises, were conducted three times weekly. Outcomes were assessed before and after the intervention using the DEM test. Results: Thirty-two children aged 7–12 years with abnormal DEM scores and teacher-reported reading weaknesses participated in a 12-week intervention program. Paired t-tests revealed statistically significant improvements in vertical time, adjusted horizontal time, ratio and total errors following the intervention ( all p < 0.001), with post-treatmentt means closley approximating age-mached normative value across all age groups. Conclusion: Oculomotor training using the SVI system was associated with improved DEM test performance in children with reading difficulties. However, the absence of a control group limits causal interpretation, as improvements may reflect practice effects, maturation, or non-specific factors. Randomized controlled trials with standardized reading assessments are needed to determine whether such training produces functional reading improvements. https://jmr.tums.ac.ir/index.php/jmr/article/view/1502