The effects of amblyopia on children’s reading performance after patching treatment

2021 ◽  
pp. 112067212199824
Author(s):  
Arthur Gustavo Fernandes ◽  
Nívea Nunes Ferraz
Keyword(s):  
Reading Speed ◽  
Performance Testing ◽  
Reading Performance ◽  
Control Group ◽  
Reading Acuity ◽  
Fellow Eye ◽  
Children's Reading ◽  
Print Size ◽  
Children’S Reading ◽  
Better Than

Purpose: The purpose of this study was to evaluate the effects of amblyopia on children’s reading performance after the successful patching treatment with 20/20 visual acuity (VA) in the treated eye. Methods: The treated amblyopes group included 10 children with strabismic amblyopia diagnosed on the first visit presenting VA equal or better than 0.0 logMAR (20/20 Snellen) in the better vision eye and VA worse than 0.2 logMAR (20/32 Snellen) in the worse eye that underwent patching treatment of amblyopia reaching a final VA  equal to  0.0 logMAR in the treated eye. The control group comprised 10 children matched by age, gender and school-grade with no visual disorders. Reading performance was evaluated according to reading acuity (RA), critical print size (CPS), reading speed (RS) at 0.7 logMAR, and maximum reading speed (MRS) using the MNREAD chart. Results: Binocular reading performance was compared between groups and no statistically significant differences were found on RA, CPS, RS, or MRS ( p > 0.05). When analyzing monocular reading performances of treated amblyopes, a worse RA ( p = 0.04) and CPS ( p = 0.04) were observed on the previously amblyopic eye when compared to the fellow eye. When comparing the fellow eye from treated amblyopes and a randomly selected eye from controls, no statistically significant differences on RA, CPS, RS, or MRS were found ( p > 0.05). Conclusions: The results suggest that even patients who reached 20/20 VA in the treated eye after patching treatment for amblyopia may present persistent impaired reading performance. These findings reinforce the importance of reading performance testing as a tool when evaluating the visual function development in amblyopic patients.

scholarly journals Simulating Visibility and Reading Performance in Low Vision

2021 ◽  
Vol 15 ◽  
Author(s):  
Ying-Zi Xiong ◽  
Quan Lei ◽  
Aurélie Calabrèse ◽  
Gordon E. Legge
Keyword(s):  
Young Adults ◽  
Contrast Sensitivity ◽  
Low Vision ◽  
Reading Speed ◽  
Reading Performance ◽  
Digital Text ◽  
Reading Acuity ◽  
Vision Simulation ◽  
Print Size ◽  
Better Than

PurposeLow vision reduces text visibility and causes difficulties in reading. A valid low-vision simulation could be used to evaluate the accessibility of digital text for readers with low vision. We examined the validity of a digital simulation for replicating the text visibility and reading performance of low-vision individuals.MethodsLow-vision visibility was modeled with contrast sensitivity functions (CSFs) with parameters to represent reduced acuity and contrast sensitivity. Digital filtering incorporating these CSFs were applied to digital versions of the Lighthouse Letter Acuity Chart and the Pelli-Robson Contrast Sensitivity Chart. Reading performance (reading acuity, critical print size, and maximum reading speed) was assessed with filtered versions of the MNREAD reading acuity Chart. Thirty-six normally sighted young adults completed chart testing under normal and simulated low-vision conditions. Fifty-eight low-vision subjects (thirty with macular pathology and twenty-eight with non-macular pathology) and fifteen normally sighted older subjects completed chart testing with their habitual viewing. We hypothesized that the performance of the normally sighted young adults under simulated low-vision conditions would match the corresponding performance of actual low-vision subjects.ResultsWhen simulating low-vision conditions with visual acuity better than 1.50 logMAR (Snellen 20/630) and contrast sensitivity better than 0.15 log unit, the simulation adequately reduced the acuity and contrast sensitivity in normally sighted young subjects to the desired low-vision levels. When performing the MNREAD test with simulated low vision, the normally sighted young adults had faster maximum reading speed than both the Non-macular and Macular groups, by an average of 0.07 and 0.12 log word per minute, respectively. However, they adequately replicated the reading acuity as well as the critical print size, up to 2.00 logMAR of both low-vision groups.ConclusionA low-vision simulation based on clinical measures of visual acuity and contrast sensitivity can provide good estimates of reading performance and the accessibility of digital text for a broad range of low-vision conditions.

Comparison of the Efficiency of Two Flashcard Drill Methods on Children's Reading Performance

2012 ◽  
Vol 28 (4) ◽  
pp. 317-337 ◽  
Author(s):  
Laurice Joseph ◽  
Elisha Eveleigh ◽  
Moira Konrad ◽  
Nancy Neef ◽  
Robert Volpe
Keyword(s):  
Reading Performance ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals Parental Reading Beliefs and Children's Reading Performance

2019 ◽  
Vol 6 (2) ◽  
pp. 3-16
Author(s):  
Amirah Jazimah Sabjan
Keyword(s):  
Reading Instruction ◽  
Quantitative Research ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Reading Performance ◽  
Basic Knowledge ◽  
Reading Beliefs ◽  
Quota Sampling ◽  
Children's Reading ◽  
Children’S Reading

Abstract This study put its interest in investigating parental reading beliefs and children’s reading performance. It also sought to determine whether there is an association between parental reading beliefs and children’s reading performance. This research employed a quantitative research design and it used a quota sampling technique to select the respondents. A total of 30 parents from Sekolah Kebangsaan Sungai Pusu Kuala Lumpur answered a questionnaire about parental reading beliefs. The questionnaire used was adapted from a study by DeBaryshe and Binder (1994). In order to measure the children’s reading performance, the parents were asked to state their children’s comprehension marks towards the end of the questionnaire. The questionnaire consisted of five factors related to parental reading beliefs which were teaching efficacy, positive attitude, verbal participation, reading instruction and basic knowledge. The data collected was analysed using Pearson Correlation. The results showed that all the factors under parental reading beliefs had positive relationship with children’s reading performance except for one factor which was reading instruction. All of them were not significant and as this study was a preliminary study, hence the results should not be generalised due to number of reasons. Keywords: Parents, reading beliefs, reading performance, primary school, quantitative research

scholarly journals Reconciling print-size and display-size constraints on reading

2020 ◽  
Vol 117 (48) ◽  
pp. 30276-30284
Author(s):  
Nilsu Atilgan ◽  
Ying-Zi Xiong ◽  
Gordon E. Legge
Keyword(s):  
Display Size ◽  
Low Vision ◽  
Reading Speed ◽  
Reading Performance ◽  
Unified Framework ◽  
Size Constraints ◽  
Minimum Number ◽  
Dual Constraints ◽  
Digital Formats ◽  
Print Size

Two fundamental constraints limit the number of characters in text that can be displayed at one time—print size and display size. These dual constraints conflict in two important situations—when people with normal vision read text on small digital displays, and when people with low vision read magnified text. Here, we describe a unified framework for evaluating the joint impact of these constraints on reading performance. We measured reading speed as a function of print size for three digital formats (laptop, tablet, and cellphone) for 30 normally sighted and 10 low-vision participants. Our results showed that a minimum number of characters per line is required to achieve a criterion of 80% of maximum reading speed: 13 characters for normally sighted and eight characters for low-vision readers. This critical number of characters is nearly constant across font and display format. Possible reasons for this required number of characters are discussed. Combining these character count constraints with the requirements for adequate print size reveals that an individual’s use of a small digital display or the need for magnified print can shrink or entirely eliminate the range of print size necessary for achieving maximum reading speed.

Differential Effects of Sex-Oriented Reading Material on Children's Reading Performance

1979 ◽  
Vol 23 (3) ◽  
pp. 297-298
Author(s):  
E. G. Johnson ◽  
L. Gibbons ◽  
H. Kepsi ◽  
R. Parker
Keyword(s):  
Differential Effect ◽  
Reading Performance ◽  
Significant Trend ◽  
Differential Effects ◽  
Reading Material ◽  
Cloze Procedure ◽  
Reading Materials ◽  
Children's Reading ◽  
Children’S Reading

Sex-oriented reading materials were found to have a differential effect on the recall scores of boys and girls at the Year 4 level. A similar, non-significant trend was found for the comprehension scores based on the cloze procedure. The sex of the tester was found to have no significant effect on the performance of either boys or girls.

Australian Aboriginal Spatial Cognition and Dyslexia: A Criticism of Pontius (1982)

1984 ◽  
Vol 58 (2) ◽  
pp. 627-634 ◽  
Author(s):  
Graham Davidson
Keyword(s):  
Spatial Cognition ◽  
School Performance ◽  
Reading Performance ◽  
Poor Reading ◽  
Aboriginal Australians ◽  
Australian Aboriginal ◽  
Reading Errors ◽  
Children's Reading ◽  
Children’S Reading

Pontius' neuropsychological explanation of some Aboriginal Australians' poor reading performance is not supported by an examination of the socio-cultural and educational considerations surrounding their performance or by research into the neurophysiological bases of reading retardation. Classification of children as “ecologically” dyslexic was based on hear-say general impressions of Aborigines' school performance and not on children's reading errors.

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