Distance and Near Visual Acuity in Infantile Nystagmus

Hanson, Kara; Bedell, Harold E.; White, Janis M.; Ukwade, Michael T.

doi:10.1097/01.opx.0000238650.33150.73

Cited by 16 publications

(14 citation statements)

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“…5.Larsson 2005 [33]Cross sectional N = 217Group = NVAge = 10 yearsTest: LEA chart (near and distance)Distance: 40 cm and 3 mOptotype spacing: not specifiedResponse: Verbal.See Fig. 5.Hanson 2006 [39]Cross sectional N = 26Group = VIAge = 10–50 yearsTest: S-charts at 40 cm and 3.75 m, Bailey-Lovie at distance (6 m) and ETDRS at near (preferred working distance).Distance: 40 cm, 3.75 m and 6 m.Optotype spacing: 1× letter sizeResponse: VerbalNo consistent differences between near and distance VA’s.Fabian 2013 [38]Cross sectional N = 66Group = NVAge = mean age 9 yearsTest: Jaeger (near) and ETDRS (distance)Distance: not specified.Optotype spacing: not specifiedResponse: Verbal.See Fig. 5.All children with NV had a J1* score for near vision.Larsson 2015 [40]Cross sectional N = 217Group = NVAge = 10 yearsTest: LEA test (near and distance), linear logMAR chart (distance), LEA single optotypes (3 m)Distance: 40 cm and 3 or 4 meterOptotype spacing: not specifiedResponse: Verbal.See Fig.…”

Section: Resultsmentioning

confidence: 99%

“…Nowadays, the ETDRS chart [38, 39, 42, 44], the Bailey-Lovie letter chart [45] and LEA charts [33, 40] are more frequently used to assess near visual acuity in school-aged children. The ETDRS and Bailey-Lovie letter chart can be used in children that can read letters.…”

Section: Resultsmentioning

confidence: 99%

“…Two studies were included on near visual acuity assessments in subjects with VI [39, 45]. The goal of the Wolffsohn study was to develop a reading chart that could be used to assess near vision in a quick and accurate manner in low vision patients [45].…”

Section: Resultsmentioning

confidence: 99%

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Assessment of near visual acuity in 0–13 year olds with normal and low vision: a systematic review

Huurneman

Boonstra

2016

BMC Ophthalmol

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BackgroundThe inclusion for rehabilitation of visually impaired children is partly based on the measurement of near vision, but guidelines for near visual acuity assessment are currently lacking. The twofold purpose of this systematic review was to: (i) provide an overview of the impact of the chart design on near visual acuity measured, and (ii) determine the method of choice for near vision assessments in children of different developmental ages.MethodsA literature search was conducted by using the following electronic databases: PubMed, Cochrane Library, and EMBASE. The last search was run on March 26th 2016. Additional studies were identified by contacting experts and searching for relevant articles in reference lists of included studies. Search terms were: vision test(s), vision assessment(s), visual acuity, chart(s) and near.ResultsFor children aged 0–3 years the golden standard is still the preferential looking procedure. Norms are available for this procedure for 6–36 month old children. For 4–7 year olds, we recommend using the LEA symbols, because these symbols have been properly validated and can be used in preliterate children. Responses can be verbal or by matching the target symbol. In children aged 8–13 years, the recommended method is the ETDRS letter chart, because letter acuity is more predictive for functional vision and reading than symbol acuity. In 8–13 year olds, letter acuity is 0.1–0.2 logMAR poorer than symbol acuity.ConclusionsChart design, viewing distance, and threshold choice have a serious impact on near visual acuity measurements. Near visual acuity measured with symbols is lower than near visual acuity measured with gratings, and near visual acuity measured with letters is lower than near visual acuity measured with symbols. Viewing distance, chart used, and letter spacing should be adapted to the child’s development and reported in order to allow comparisons between measurements.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Assessment of near visual acuity in 0–13 year olds with normal and low vision: a systematic review

Huurneman

Boonstra

2016

BMC Ophthalmol

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“…5), but we did not look at reading speeds for such near reading distances (see Methods). Nystagmus dampening at near has been reported in individuals with idiopathic IN when performing simple fixation stability or acuity tasks, 8,26 but this dampening does not facilitate better task performance 27,28 or better reading. 8 Together, these findings suggest that dampening the nystagmus would probably not lead to better reading performance in children with IN, but that reducing crowding, a factor that predicts reading performance, does facilitate better reading performance.…”

Section: Baseline Differences In Reading Performancementioning

confidence: 99%

“…34 Enhanced oculomotor control is probably not responsible for the reading acuity and critical print size improvements, because nystagmus parameters are poor predictors of reading performance 5 and dampening the nystagmus does not facilitate better performance. 28 In another article, we evaluated the oculomotor changes of our subjects after our training and did not find changes in their fixational eye movements and nystagmus characteristics, but did find faster saccade initiations. 35 A probable candidate for the improvements of reading acuity and critical print size is better letter recognition due to enhanced sensory and/or attentional processing.…”

Section: Training-induced Improvements In Reading Performancementioning

confidence: 99%

Perceptual Learning in Children With Infantile Nystagmus: Effects on Reading Performance

Huurneman

Boonstra

Goossens

2016

Invest. Ophthalmol. Vis. Sci.

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PURPOSE. Perceptual learning improves visual acuity and reduces crowding in children with infantile nystagmus (IN). Here, we compare reading performance of 6-to 11-year-old children with IN with normal controls, and evaluate whether perceptual learning improves their reading. METHODS.Children with IN were divided in two training groups: a crowded training group (n ¼ 18; albinism: n ¼ 8; idiopathic IN: n ¼ 10) and an uncrowded training group (n ¼ 17; albinism: n ¼ 9; idiopathic IN: n ¼ 8). Also 11 children with normal vision participated. Outcome measures were: reading acuity (the smallest readable font size), maximum reading speed, critical print size (font size below which reading is suboptimal), and acuity reserve (difference between reading acuity and critical print size). We used multiple regression analyses to test if these reading parameters were related to the children's uncrowded distance acuity and/or crowding scores.RESULTS. Reading acuity and critical print size were 0.65 6 0.04 and 0.69 6 0.08 log units larger for children with IN than for children with normal vision. Maximum reading speed and acuity reserve did not differ between these groups. After training, reading acuity improved by 0.12 6 0.02 logMAR and critical print size improved by 0.11 6 0.04 logMAR in both IN training groups. The changes in reading acuity, critical print size, and acuity reserve of children with IN were tightly related to changes in their uncrowded distance acuity and the changes in magnitude and extent of crowding.CONCLUSIONS. Our findings are the first to show that visual acuity is not the only factor that restricts reading in children with IN, but that crowding also limits their reading performance. By targeting both of these spatial bottlenecks in children with IN, our perceptual learning paradigms significantly improved their reading acuity and critical print size. This shows that perceptual learning can effectively transfer to reading.

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Nystagmus in Children

Brodsky

2009

Pediatric Neuro-Ophthalmology

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Distance and Near Visual Acuity in Infantile Nystagmus

Cited by 16 publications

References 20 publications

Assessment of near visual acuity in 0–13 year olds with normal and low vision: a systematic review

Assessment of near visual acuity in 0–13 year olds with normal and low vision: a systematic review

Perceptual Learning in Children With Infantile Nystagmus: Effects on Reading Performance

Nystagmus in Children

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