Reading Performance in Children with Visual Function Anomalies

Lança, Carla Costa; Serra, Helena; Prista, João

doi:10.23937/2378-346x/1410001

Cited by 4 publications

(22 citation statements)

References 36 publications

(37 reference statements)

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“…No full-scale randomized control trials were identified. A majority (n = 22, 88.0%) of included studies were conducted in high-income countries 10,12,27–29,31,33,53,66–69,71–80 . One (4.0%) study was conducted in an upper middle-income country, 70 and 2 (8.0%) were conducted in lower-middle-income countries (LMICs) 64,65 .…”

Section: Resultsmentioning

confidence: 99%

“…A total of 7 studies explained the cutoff thresholds used to define hyperopia. 12,27,33,53,64,69,74 Four (16.0%) studies used the plus-lens test to identify participants with hyperopia. 12,29,66,71 Three out of these 4 studies, further defined hyperopia using the SE.…”

Section: Classification Of Hyperopia and Measurement Toolsmentioning

confidence: 99%

“…29,53,69,76 Three studies used standardized tests to measure and report reading speed. 29,53,76 Lanc ¸a et al 69 reported the validity of the tool used to assess reading skills and speed.…”

Section: ããããmentioning

confidence: 99%

“…10,27,29,[72][73][74]78 All 4 studies assessing reading speed have reported outcome measures separately; therefore, reading speed was evaluated as a separate domain. 29,53,69,76 Three studies used standardized tests to measure and report reading speed. 29,53,76 Lanc ¸a et al 69 reported the validity of the tool used to assess reading skills and speed.…”

Section: ããããmentioning

confidence: 99%

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The Impact of Hyperopia on Academic Performance Among Children: A Systematic Review

Mavi

Chan

Virgili

et al. 2022

Asia-Pacific Journal of Ophthalmology

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Purpose: To assess the impact of uncorrected hyperopia and hyperopic spectacle correction on children's academic performance. Design: Systematic review and meta-analysis Methods: We searched 9 electronic databases from inception to July 26, 2021, for studies assessing associations between hyperopia and academic performance. There were no restrictions on language, publication date, or geographic location. A quality checklist was applied. Random-effects models estimated pooled effect size as a standardized mean difference (SMD) in 4 outcome domains: cognitive skills, educational performance, reading skills, and reading speed. (PROSPERO registration: CRD-42021268972). Results: Twenty-five studies (21 observational and 4 interventional) out of 3415 met the inclusion criteria. No full-scale randomized trials were identified. Meta-analyses of the 5 studies revealed a small but significant adverse effect on educational performance in uncorrected hyperopic compared to emmetropic children {SMD À0.18 [95% confidence interval (CI), À0.27 to À0.09]; P < 0.001, 4 studies} and a moderate negative effect on reading skills in uncorrected hyperopic compared to emmetropic children [SMD À0.46 (95% CI, À0.90 to À0.03); P ¼ 0.036, 3 studies]. Reading skills were significantly worse in hyperopic than myopic children [SMD À0.29 (95% CI, À0.43 to À0.15); P < 0.001, 1 study]. Qualitative analysis on 10 (52.6%) of 19 studies excluded from metaanalysis found a significant (P < 0.05) association between uncorrected hyperopia and impaired academic performance. Two interventional studies found hyperopic spectacle correction significantly improved reading speed (P < 0.05). Conclusions: Evidence indicates that uncorrected hyperopia is associated with poor academic performance. Given the limitations of current methodologies, further research is needed to evaluate the impact on academic performance of providing hyperopic correction.

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Section: Resultsmentioning

confidence: 99%

Section: Classification Of Hyperopia and Measurement Toolsmentioning

confidence: 99%

Section: ããããmentioning

confidence: 99%

Section: ããããmentioning

confidence: 99%

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The Impact of Hyperopia on Academic Performance Among Children: A Systematic Review

Mavi

Chan

Virgili

et al. 2022

Asia-Pacific Journal of Ophthalmology

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“…Existe poca bibliografía médica sobre el tema, a pesar de ser este de gran importancia para el campo preventivo y promocional en la salud de niños y adolescentes, ya que afecta directamente al ámbito académico de los mismos 7,8 . Por ello se convierte en un problema latente para la salud pública; es por todo lo anteriormente mencionado que nuestro objetivo fue el determinar los factores socioeducativos asociados a la agudeza visual baja en alumnos de Primaria de un colegio público del norte peruano.…”

Section: Introductionunclassified

Factores socio-educativos asociados a la agudeza visual baja en escolares de Perú

Chumacero

Solano

Vilela-Estrada

et al. 2015

Rev Pediatr Aten Primaria

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Social-educative factors associated with low visual acuity at a national school in PeruIntroducción: para que los estudiantes puedan adquirir el conocimiento adecuadamente, deben tener una correcta salud física y mental. Se realizó un estudio para determinar los factores socioeducativos asociados a la agudeza visual baja en escolares de educación primaria del Colegio Nacional de San Pedro (Piura, Perú). Material y métodos: mediante un estudio transversal analítico que incluyó a estudiantes de Educación Primaria. La variable principal fue la agudeza visual baja, considerando así a los que tenían valores mayores a 20/25 según la evaluación con la cartilla de Snellen. Se obtuvieron los valores p, las razones de prevalencia y sus intervalos de confianza al 95% mediante los modelos lineales generalizados. Resultados: en total se evaluaron 599 estudiantes, el 17% (99) mostraron agudeza visual baja. El sexo no estaba relacionado con la agudeza visual baja (p=0,832). Al aumentar la edad se observó que los niños que tuvieron entre 8-10 y 11-15 años tuvieron un 46% (p=0,005) y un 68% (p<0,001) menos de prevalencia de agudeza visual baja, respectivamente, en comparación con los de 5-7 años. Conforme fue aumentando el grado académico hubo menos prevalencia de agudeza visual baja. Conclusiones: se concluye que uno de cada seis estudiantes tuvo una discapacidad visual y se asoció a su edad y grado académico. Esto los hace más propensos a problemas en sus calificaciones, que puede repercutir para el resto de su vida. Esto debe ser tomado en cuenta por las instituciones que vigilen la correcta educación de los menores.Introduction: it is important for students to have a good physical and mental health in order to acquire the knowledge properly. A study was conducted to determine the socio-educational factors associated with low visual acuity in primary school children from the National College of San Pedro-Piura. Material and methods: a cross-sectional analytical study involving 655 primary school students was conducted. The principal variable was low visual acuity, considered in those with values greater than 20/25, as assessed with the Snellen chart. P values, prevalence ratios and 95% confidence intervals were obtained using generalized linear models. Data were analyzed using STATA version 10.0. Results: a total of 599 students were evaluated, 17% (99) had low visual acuity. Sex was not related to the low visual acuity (p=0.832). As age increased, it was found that children who were between 8-10 and 11-15 years old had 46% (p=0.005) and 68% (p<0.001) less prevalence of low visual acuity, respectively, compared to the children who were 5-7 years old. Conclusions: it is concluded that one in six students had a visual disability associated with their age and grade level. This makes them more prone to problems in their grades, which may have implications for the rest of their lives. This should be taken into account by the institutions to monitor the proper education of children.

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Accommodative–vergence disorders in a paediatric ophthalmology clinical setting in Argentina

Iurescia,

Iribarren,

Lanca

et al. 2023

Acta Ophthalmologica

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PurposeTo determine the frequency of potential non‐strabismic accommodative–vergence anomalies (NSAVA) and investigate associations between NSAVA, refractive errors and age among children attending a paediatric ophthalmology clinic.MethodsThis study included children and adolescents aged 5–19 years attending an ophthalmology clinic with at least two follow‐up visits. At their first visit, children had a comprehensive ophthalmic examination, including refractive error measurement by cycloplegic autorefraction and spectacles were prescribed if necessary. At the second visit, children had an examination of best‐corrected visual acuity, convergence and accommodation to identify potential NSAVA. The relationship between age, sex, heterophoria and refractive error and potential NSAVA was assessed by a multivariable logistic regression model.ResultsA total of 384 children and adolescents were evaluated. Their mean age was 10.97 ± 3.07 years and 58.9% were females. Forty‐two per cent of children failed the NSAVA tests and 34.1% had myopia (≤−0.50 D). Children who failed NSAVA tests self‐reported a higher proportion of reading problems (73.7%) compared to those who passed the tests (26.3%; p < 0.001). Children with self‐reported reading problems were more likely to have accommodative infacility (57.9%) compared with children without (42.1%; p < 0.001). Refractive error and age were not associated with failure in NSAVA tests (p > 0.05).ConclusionsNSAVA was a frequent cause of vision problems found in a sample of children from an ophthalmology paediatric clinic. Thus, further research is necessary to understand the potential of public health policies to prevent, refer, diagnose and treat those conditions.

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Reading Performance in Children with Visual Function Anomalies

Cited by 4 publications

References 36 publications

The Impact of Hyperopia on Academic Performance Among Children: A Systematic Review

The Impact of Hyperopia on Academic Performance Among Children: A Systematic Review

Factores socio-educativos asociados a la agudeza visual baja en escolares de Perú

Accommodative–vergence disorders in a paediatric ophthalmology clinical setting in Argentina

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