Binocular Vision Anomalies and Reading Difficulties in Nigerian Primary School Children: A Path Analysis Study in Benue and Niger States

The relationship between binocular vision anomalies and reading difficulties in children has been widely studied in Western populations, yet culturally adapted, evidence-grounded investigations in Nigerian primary school settings are absent from the literature. This study examines the causal and mediating pathways between binocular vision anomalies and reading difficulties in primary school children in Benue State (North Central) and Niger State (North Central), using a path analysis framework. A stratified cross-sectional design will recruit 1,500 children aged 7 to 12 years from 30 schools across the two states. Binocular vision assessment will include the near point of convergence, accommodative facility, stereoacuity, and vergence ranges. Reading ability will be assessed using culturally adapted reading fluency and comprehension tests validated in Nigerian English. Path analysis using structural equation modeling will examine direct and mediated pathways, including the role of attention, motivation, and parental literacy as mediating variables. The study will generate a validated causal model linking optometric findings to educational outcomes in the Nigerian context, contributing an original theoretical framework to the global literature. Findings will be submitted to the Federal Ministry of Education and universal basic education boards in both states to advocate for optometric integration in school health programs in the North Central zone. Keywords: binocular vision, reading difficulties, path analysis, primary school children, Nigeria