Visual Symptoms and Reading Performance

Grisham, J D; Sheppard, Milena Milojević; Tran, W U

doi:10.1097/00006324-199305000-00008

Cited by 28 publications

(19 citation statements)

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“…[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. There is no proof of cause and effect between decreased binocular function and symptoms or between symptoms and poor reading.…”

Section: Behavioral Optometrymentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

157

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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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Section: Behavioral Optometrymentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

157

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“…These visual symptoms can have a negative effect on a child’s school performance (American Optometric Association 1998, 2000; Jiménez et al. , 2004) and reading comprehension goes down (Grisham et al. , 1993).…”

Section: Introductionmentioning

confidence: 99%

“…These visual symptoms can have a negative effect on a childÕs school performance (American Optometric Association 1998Association , 2000Jime´nez et al, 2004) and reading comprehension goes down (Grisham et al, 1993). Furthermore, these children often experience unnecessary frustration (Chrousos et al, 1988;Motsch and Mu¨hlendyck, 2000;Sterner et al, 2004Sterner et al, , 2006, and poor self-esteem due to undetected accommodative and/or vergence dysfunctions may lead to avoidance of near work (Garzia, 1994;Castanes, 2003).…”

Section: Introductionmentioning

confidence: 99%

Relationship between accommodative and vergence dysfunctions and academic achievement for primary school children

Shin

Park

2009

Ophthalmic Physiologic Optic

113

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The purpose of this study was to investigate the prevalence and types of non-strabismic accommodative and/or vergence dysfunctions in primary school children, and to determine the relationship of these dysfunctions to academic achievement. A total of 1031 parents and their children aged 9-13 years responded to the College of Optometrists in Vision Development Quality of Life (COVD-QOL) questionnaire. Of these, 258 children whose visual symptom scores were> or =20 were identified for further evaluation. Comprehensive eye and vision examinations were provided to the children who met the eligibility criteria (114 of 258): eligible symptomatic children were those without amblyopia, strabismus, ocular and systemic pathology, and contact lens wear. Children were also excluded if they had visual acuity poorer than 20/25 in either eye or vertical phoria >1 prism diopter. The results showed that 82 of 114 (71.9%) of criteria-eligible symptomatic primary school children had non-strabismic accommodative and/or vergence dysfunctions. In addition, a significant relationship was found between these dysfunctions and academic scores in every academic area (reading, mathematics, social science and science) in the total sample. Therefore, accommodative and vergence functions should be tested for all school children who have visual symptoms and/or academic difficulties. Additional study is needed to determine if improvements of accommodative and vergence functions also improve academic achievement.

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“…One patient (S8) maintained the reading speed but at markedly less symptom load, suggesting that less effort was required. A question is whether these observations may be related to the patient's ability to exert extra effort and maintain performance but at the cost of visual discomfort . Patient S7 did not show a reduction in symptoms or any improvement in reading performance, nor was there any improvement in clinical measures.…”

Section: Discussionmentioning

confidence: 99%