Association between reading speed, cycloplegic refractive error, and oculomotor function in reading disabled children versus controls

Quaid, P.T.; Simpson, Trefford

doi:10.1007/s00417-012-2135-0

Cited by 56 publications

(47 citation statements)

References 18 publications

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“…Our findings are comparable with previous reports suggesting that children with visual function anomalies could be at disadvantage in reading, writing and academic performance [5,12,13,25,[29][30][31][32][33][34]. Some studies support the possibility that children with unstable binocular control commit more phonological spelling errors, even when age, IQ and phonemic awareness were taken into account [29].…”

Section: Discussionsupporting

confidence: 90%

Reading Performance in Children with Visual Function Anomalies

Lança

Serra²,

Prista³

2014

Int J Ophthalmol Clin Res

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Section: Discussionsupporting

confidence: 90%

Reading Performance in Children with Visual Function Anomalies

Lança

Serra²,

Prista³

2014

Int J Ophthalmol Clin Res

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“…A recent study has shown a significant association between reading speed, refractive error, and in particular vergence facility in subjects with reading difficulties. 23 Other studies have also shown that orthoptic training is effective in improving vergence ability (as was also found for the positive fusional reserves at near in this study) and fixation disparity. [16][17][18][19] Brautaset and Jennnings found improved positive vergence at near after orthoptic training on subjects with convergence insufficiency.…”

Section: Discussionsupporting

confidence: 86%

Can vergence training improve reading in dyslexics?

et al. 2014

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“…In both studies, the group with reading difficulties had significantly reduced performance on several measures of binocular vision, but astigmatic refractive error did not differ between groups. 25,26 In contrast, two studies using school-based samples found significant relations between astigmatism and academic performance and readiness in children. 27,28 In a study of Navajo (Diné) Native American school children, who have a high prevalence of astigmatism, Garber reported that uncorrected astigmatic 5 th and 6 th grade students (≥2.00D) had poorer teacher-assigned reading scores than non-astigmatic students, but found no significant effect of astigmatism on reading scores from standardized tests in 2 nd grade students.…”

Section: Discussionmentioning

confidence: 95%

Reading Fluency in School-Aged Children with Bilateral Astigmatism

Harvey

Miller²,

Twelker³

et al. 2016

Optometry and Vision Science

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Purpose To compare oral reading fluency (ORF) in students with no/low astigmatism and moderate/high astigmatism and to assess the impact of spectacle correction on ORF in moderate and high astigmats. Methods Subjects were 3rd–8th grade students from a highly astigmatic population. Refractive error was determined through subjectively refined cycloplegic autorefraction. Data from students with ocular abnormalities, anisometropia, symptomatic binocular vision disorders, or refractive error that did not meet study criteria (no/low (cyl < 1.00 both eyes, no significant myopia/hyperopia), moderate (cyl ≥ 1.00 D both eyes, mean ≥ 1.00 D and < 3.00 D), or high astigmatism group (cyl ≥ 1.00 D both eyes, mean ≥ 3.00 D)) were excluded. ORF was tested with a modified version of the DIBELS Next test of ORF. No/low astigmats were tested without spectacles; astigmats were tested with and without spectacles. Mean ORF was compared in no/low astigmats and astigmats (with and without correction). Improvement in ORF with spectacles was compared for moderate and high astigmats. Results The sample included 130 no/low, 67 moderate, and 76 high astigmats. ORF was lower in uncorrected astigmats than in no/low astigmats (p=0.011). ORF did not significantly differ in no/low astigmats and corrected astigmats (p=0.10). ORF significantly improved with spectacle correction in high astigmats (p=0.001, mean improvement 6.55 words per minute (WPM)), but not in moderate astigmats (p=0.193, mean improvement 1.87 WPM). Effects of spectacle wear were observed in students who read smaller text stimuli (older grades). Conclusions ORF is significantly reduced in students with bilateral astigmatism (≥ 1.00D) when uncorrected, but not when best-corrected, compared to their non-astigmatic peers. Improvement in ORF with spectacle correction is seen in high astigmats, but not in moderate astigmats. These data support the recommendation for full-time spectacle wear in astigmatic students, particularly those with high astigmatism.

show abstract

Association between reading speed, cycloplegic refractive error, and oculomotor function in reading disabled children versus controls

Cited by 56 publications

References 18 publications

Reading Performance in Children with Visual Function Anomalies

Reading Performance in Children with Visual Function Anomalies

Can vergence training improve reading in dyslexics?

Reading Fluency in School-Aged Children with Bilateral Astigmatism

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