The Role of Vision in Learning
Presented on Friday 7 November 2008
General Advice and Conclusion
Nadia Northway
PhD BA DBO SRO
Eye Care Protocol
- Correct binocular vision problems first
- Children should have trial with overlay and reading should e measured with and without colour to show effect. Trial should last 12-16 weeks
- Colour: If positive effect on reading speed and visual comfort then prescribe precision tinted lenses
- Rarely use overlays in people over the age of 14
- Treat motor visual problems and then visual perceptual problems.
Teacher Protocol
- Request parents take child for routine test
- Use Visual Stress Index
- Ask for referral to Orthoptic Department if BV problems seem to exist
- Try overlay with child
- If positive response to overlay then coloured lenses should be prescribed- see local protocol
- Change the ASL Act (2004)
- Writing- consider vision as causal factor for poor writing not just motor control.
Coloured Lenses
- Research has confirmed that some accuracy required in tinting lenses to maximise visual comfort
- May be prescribed for reading only or general wear
- Minimum tint required should be prescribed
- Tint may not match overlay
- Controversy caution
Significance of Visual Problems in Poor Readers
- Greater impact
- Diagnosis of orthoptic problems and visual stress of paramount importance because:
- High risk group
- Less tolerance for visual disturbance due to greater cognitive demands with poor readers
- Fatigue effects - poor readers will take longer to carry out work so visual skills need to be adequate
- Two or three barriers to reading instead of one
Observations and Causes
More to improving reading than just using a coloured
overlay - Any of the symptoms on the left may be caused by any of the causes
on the right
| Fatigue | Poor convergence, jump convergence |
| Headaches | Strabismus or poor binocular vision |
| Double vision | Poor accommodation amplitude |
| Blurring of print | Scanning/Tracking problems |
| Movement of print | Meares-Irlen syndrome/Visual stress |
| Restlessness | Saccadic eye movement problems |
| Missing words and lines | Attentional problems |
| Head Movement | Motor skills problems such as DCD/ Sensory Integration Dysfunction |
| Letter/ word reversals | Poor visual perception |
| Losing the place | |
| Word/Letter substitution | |
| Inconsistency | |
| Poorly spaced hand writing | |
| Poor hand writing formation | |
| Organisational difficulties |
Conclusions
- Poor readers may have motor and perceptual problems with vision which affect literacy.
- Improving vision can aid literacy but problems not assessed in detail in routine eye test specialised testing required.
- Differential diagnosis of BV and Visual stress.
- Improving vision can improve accuracy, fluency and ultimately comprehension of reading.