Methodological Reporting and Reproducibility in Eye-Tracking Research on School-Age Specific Learning Disorders: A Systematic Methodological Review and Evidence Map

Eye tracking (ET) is increasingly used to study school-age specific learning disorders (SLDs), but the interpretability and reproducibility of this research depend on methodological procedures that are often incompletely reported. This systematic methodological review and evidence map examined how ET methodology is reported in research relevant to school-age SLDs and what type of evidence supports methodological recommendations. PubMed, Scopus, Web of Science, and PsycINFO were searched up to 8 August 2026, supplemented by Google Scholar and reference lists, and the review was reported following PRISMA 2020. Two reviewers independently screened records; data extraction and eight-domain reporting-completeness coding were performed by one reviewer and fully checked against the source texts by a second reviewer. Twenty-one sources were included and appraised for reporting completeness across eight methodological domains. Only four sources provided direct school-age SLD evidence, all concerning dyslexia or reading, and no included source examined children with diagnosed dysgraphia or dyscalculia. Among the empirical studies, calibration, data-quality, drift, and event-parsing procedures were the least completely reported, whereas task descriptions and converging behavioral measures were reported more consistently. Most methodological recommendations therefore rest on general or developmental ET evidence and can be transferred to SLD populations only with caution. The review provides a minimum reporting framework and evidence-tiered guidance in which each recommendation is labeled by the type of evidence that supports it. More complete methodological reporting is a precondition for interpretable and reproducible ET research in school-age SLDs.