Reading acuity in albinism: Evaluation with MNREAD charts

Merrill, Kimberly; Hogue, Katherine M.; Downes, Sara; Holleschau, Ann M.; Kutzbach, Beth R.; MacDonald, John T.; Summers, C. Gail

doi:10.1016/j.jaapos.2010.12.005

Cited by 26 publications

(13 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In order to develop a large test library of sentences, we relaxed the lexical constraints, which resulted in about 80% of the test vocabulary using the top 3000 words in 3rd Grade printed materials . We improved psychophysical control by employing computer‐based testing, rather than printed charts; and the oral reading was recorded by digital recording technology with a minimum sampling rate of 8000 per second, rather than the traditional stop watch method . Free downloadable digital recording software (Audacity version 2.0.5, http://audacityteam.org) was used to record each sentence while other noise in the room was kept to a minimum.…”

Section: Methodsmentioning

confidence: 99%

IURead: a new computer‐based reading test

Bradley

2015

Ophthalmic Physiologic Optic

View full text Add to dashboard Cite

show abstract

Section: Methodsmentioning

confidence: 99%

IURead: a new computer‐based reading test

Bradley

2015

Ophthalmic Physiologic Optic

View full text Add to dashboard Cite

show abstract

“…In adults with IN, reading acuity, the smallest readable font size and critical print size (the font size below which reading speed is suboptimal) are poorer than in normal controls. [5][6][7] Nonetheless, maximum reading speed can be near normal in adults with IN if font size is not restricting reading speed. 5,8 The difference between reading acuity and critical print size (acuity reserve) is often larger in adults with IN than in normal controls, indicating that adults with IN require font sizes much larger than their reading acuity to achieve optimum reading speeds.…”

mentioning

confidence: 99%

“…5,8 The difference between reading acuity and critical print size (acuity reserve) is often larger in adults with IN than in normal controls, indicating that adults with IN require font sizes much larger than their reading acuity to achieve optimum reading speeds. 5,6,8 One explanation for the need for large fonts, might be that adults with IN have to rely on nonfoveating periods of their nystagmus waveform to read. 7 Another explanation might be that crowding, the inability to identify objects in clutter, impairs reading of small print and peripheral reading by interfering with individual letter recognition and interfering with word identification.…”

mentioning

confidence: 99%

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

Huurneman

Boonstra

Goossens

2016

Invest. Ophthalmol. Vis. Sci.

View full text Add to dashboard Cite

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.

show abstract

“…13,14 In adults with albinism, visual acuity varies from 1.3 to 0 logMAR (mean acuity 0.6 logMAR), virtually all have nystagmus, 13 there is high prevalence of strabismus, and stereopsis is often absent. [14][15][16] Visual acuity of children with IN is often more severely degraded by the presence of distractors than it is in children with normal vision. 17,18 Accumulating evidence indicates that IN is associated with stronger visual crowding and contour interaction.…”

mentioning

confidence: 99%

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

Huurneman

Boonstra

Goossens

2016

Invest. Ophthalmol. Vis. Sci.

View full text Add to dashboard Cite

Perceptual learning with or without distractors reduces the extent of crowding and improves visual acuity in children with IN. Training with distractors improves near vision more than training with single optotypes. Perceptual learning also transfers to DVA and NVA under uncrowded and crowded conditions and even stereopsis. Learning curves indicated that improvements may be larger after longer training.

show abstract

Reading acuity in albinism: Evaluation with MNREAD charts

Cited by 26 publications

References 16 publications

IURead: a new computer‐based reading test

IURead: a new computer‐based reading test

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

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

Contact Info

Product

Resources

About