Association of Symptoms with Measures of Oculomotor Deficiencies

Sheedy, James E.; Saladin, J. James

doi:10.1097/00006324-197810000-00002

Cited by 103 publications

(78 citation statements)

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“…48 To analyze if meeting Percival's criterion at near distance could have an incidence on reading speed or on Stroop interference performance, we divided our sample into two different groups: one with subjects meeting Percival's criterion (N = 38) and the other with subjects failing to meet Percival's criterion (N = 13). The Mann-Whitney U test did not show any significant difference between subjects meeting Percival's criterion and subjects failing to meet Percival's criterion in terms of reading speed in the ''Alouette'' task (mean values, 145.…”

Section: Interference and Reading Results According To The Percival'smentioning

confidence: 99%

Binocular Vision and the Stroop Test

Daniel

Kapoula

2016

Optometry and Vision Science

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Section: Interference and Reading Results According To The Percival'smentioning

confidence: 99%

Binocular Vision and the Stroop Test

Daniel

Kapoula

2016

Optometry and Vision Science

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“…111,113,116,[247][248][249][250] The authors of most of these studies claim that patients experience visual symptoms that lead to degradation in reading performance. [249][250][251][252] Accommodative disorders are implicated in causing print blurring, daydreaming, decreased attention span, increased heart and respiratory rate, and poor posture. [253][254][255][256] Grisham et al 257 reported an increased incidence of various symptoms in slower readers but could not show a significant difference in reading ability between readers with normal and abnormal binocular function.…”

Section: Behavioral Optometrymentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

145

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Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

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“…In the second type latent strabismus, convergence and accommodation insufficiency can be found [3]. For a proper diagnosis, refraction has to be carefully tested, binocular vision and sensory fusion has to be examined as well as all areas of accommodative function [4][5][6] Asthenopia due to refractive errors can be alleviated with proper glasses [7]. Asthenopia associated with accommodative anomalies and convergence insufficiency can be reduced in most of the cases by accommodative and convergence training [8,9].…”

Section: Introductionmentioning

confidence: 99%

Asthenopia in Schoolchildren, Orthoptic and Ophthalmological Findings and Treatment

Abdi

Rydberg

2005

Doc Ophthalmol

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The aim of this study was to describe the orthoptic and ophthalmological findings in schoolchildren with asthenopia, to correlate them with asthenopic symptoms and to evaluate the effect of treatment. One hundred and twenty schoolchildren, aged 6-16 years, were included in the study. They were all referred by school nurses, for asthenopic symptoms. An orthoptic and ophthalmological assessment was performed. The main diagnoses were accommodative insufficiency, convergence insufficiency, refractive errors, and latent strabismus. Reading glasses could help 98% of the schoolchildren with reduced accommodation, and 94% of the children with refractive errors and heterophorias were helped with appropriate spherical, cylindrical and prism correction. Convergence exercise reduced the symptoms in all patients with convergence insufficiency. Ninety-three percent of all 120 schoolchildren were symptom free 3-6 month after treatment had started. By an orthoptic and ophthalmological examination abnormalities in schoolchildren with asthenopia related to visual problems can be identified. Most of the children were relieved from their symptoms by giving adequate glasses, convergence exercises and surgery.

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Association of Symptoms with Measures of Oculomotor Deficiencies

Cited by 103 publications

References 0 publications

Binocular Vision and the Stroop Test

Binocular Vision and the Stroop Test

Learning Disabilities, Dyslexia, and Vision

Asthenopia in Schoolchildren, Orthoptic and Ophthalmological Findings and Treatment

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