Background: The ability to read efficiently and comfortably is important in the intellectual development and academic performance of a child. Some children experience difficulties when reading due to symptoms related to near vision anomalies. Aim: To explore the feasibility of conducting a large study to determine the prevalence, distribution and characteristics of near vision anomalies in high school children in Empangeni, South Africa. Methods: The study was a cross sectional descriptive pilot study designed to provide preliminary data on prevalence, distribution and characteristics of near vision anomalies in a sample of high school-children in South Africa. Study participants comprised 65 Black children (30 males and 35 females), ages ranged between 13 and 19 years with a mean age and standard deviation of 17 ± 1.43 years. The visual functions evaluated and the techniques used included visual acuity (LogMAR acuity chart), refractive error (autorefractor and subjective refraction), heterophoria (von Graefe), near point of convergence (push-in-to-double), amplitude of accommodation (push-in-to-blur) accommodation facility (± 2 D flipper lenses), relative accommodation, accommodation response (monocular estimation method) and fusional vergences (step vergence with prism bars). Possible associations between symptoms and near vision anomalies were explored using a 20-point symptoms questionnaire. Results: Prevalence estimates were: Myopia 4.8%, hyperopia 1.6% and astigmatism 1.6%.  For accommodative anomalies, 1.6% had accommodative insufficiency while 1.6% had accommodative infacility. For convergence anomalies, 3.2% had receded near point of convergence, 16% had low suspect convergence insufficiency, no participant had high suspect convergence insufficiency, 1.6% had definite convergence insufficiency and 3.2% had convergence excess. Female participants reported more symptoms than the males and the association between clinical measures and symptoms were not remarkable. Conclusion: Although the overall prevalence of near vision anomalies was low,  convergence anomalies were found to be more prevalent than refractive and accommodative anomalies. Symptoms were not significantly associated with near vision anomalies.  Overall, the pilot project reveals that it is feasible to conduct the study on a large scale with minor modifications. Identification and referrals for near vision anomalies are important steps towards diagnosis and treatment which will minimize discomfort with reading and subsequent poor performance which may be associated with such anomalies.

Dyslexia is a neuro-developmental disorder characterized by difficulties in learning to read despite conventional instruction, adequate intelligence and a balanced sociocultural background. Dyslexia is the most common type of learning disorder. Reading difficulties affect a child's academic achievement. As primary eye care practitioners, optometrists have a role in attending to patients who may present with symptoms indicative of dyslexia, therefore an understanding of dyslexia will be beneficial to the optometrist. This paper presents an overview of dyslexia and discusses its prevalence, aetiology, classifications, neural pathways involved in reading, theories, neuro-imaging techniques and management options. The role of optometry in the multidisciplinary management of dyslexia is discussed.

Background: Heterophoria is an error of binocular alignment that manifests only during monocular viewing or in conditions that disrupt binocular vision. Heterophoria is compensated for by fusional vergence through a mechanism that involves both sensory and motor fusion. The distribution of heterophoria has not been studied extensively in schoolchildren in South Africa and studies quantifying the magnitude of association between heterophoria and fusional vergences are scarce.Purpose: The aim of this study was to determine the prevalence of heterophoria and investigate its associations with fusional vergences and refractive errors.Methods: This was a cross-sectional study design and comprised data from 1056 high school students aged 13–18 years, who were randomly selected from 13 out of a sample frame of 60 high schools in uMhlathuze municipality in the province of KwaZulu-Natal, South Africa. The sample comprised 403 (38%) males and 653 (62%) females. The participants’ mean age was 15.89 ± 1.58 years. Visual acuity, refractive errors, heterophoria and fusional vergences were evaluated using conventional optometric techniques.Results: The overall prevalence of orthophoria at distance was 80.1% (95% confidence interval [CI]: 77.7% – 82.6%), that of exophoria was 13.9% (CI: 11.9% – 16.0%), while that of esophoria was 6.0% (CI: 4.5% – 7.4%). At near, the prevalence estimates were as follows: exophoria, 542 (51.3%, CI: 48.3% − 54.2%); orthophoria, 36.6% (CI: 33.9% − 39.5%); esophoria, 12.1% (CI: 10.2% − 14.0%). On the severities of near phoria, the frequencies were as follows: mild (1–7 prism dioptres [pd]), 41% (CI: 38.3% – 44.1%); moderate (8–13 pd), 9.7% (CI: 7.8% – 11.5%); and severe (> 13 pd), 1.1% (CI: 0.6% – 1.8%). For the severities of fusional vergences, the distributions were as follows: positive fusional vergences, mild (15–22 pd), 88.3% (CI: 86.4% – 90.4%); moderate (> 7 to < 15 pd), 10.1% (CI: 8.2% – 11.9%); and severe (≤ 7 pd), 1.6% (CI: 0.9% – 2.4%). For negative fusional vergences, the percentage of anomalous cases (≥ 22 pd) was 14.2% (CI: 12.3% – 16.3%), while that for normal (< 22) was 85.8% (CI: 83.7% – 87.7%). For vertical phoria, the prevalence was 2.7% and 3.6% at near. There was a weak but significant inverse correlation between near exophoria and positive fusional vergence break (r = −0.10, p = 0.01), whereas exophoria and negative fusional vergence break were positively correlated (r = 0.14, p = 0.01). Esophoria was inversely correlated with negative fusional vergence break values (r = 0.13, p= 0.01) and was positively correlated with positive fusional vergence break (r = 0.13, p = 0.03). Chi-square tests showed that exophoria was associated with astigmatism (p = 0.01), while esophoria was significantly associated with myopia (p = 0.01), astigmatism (p = 0.01) and anisometropia (p = 0.01).Conclusion: The data for far and near distance, horizontal and vertical heterophoria were not normally distributed. Orthophoria was most prevalent at far, exophoria at near and there was a significant association between phoria and fusional vergence. The significant associations between phoria and fusional vergence were at lower levels of fusional vergences.

Developmental dyslexia (DD) is a languagebased neurological disorder which impairs reading ability but does not result from low intelligence, lack of motivation, sensory impairment, or inadequate instruction. Although the neurological basis of dyslexia has long been assumed, the exact nature of the altered brain structure associated with DD remains unknown and has been a subject of autopsy and neuro-imaging research. Autopsy studies provide consistent evidence of symmetry of the planum temporale (PT), thalamus and cortical malformations, whereas results from structural imaging studies such as computed tomography (CT) and magnetic resonance imaging (MRI) are inconsistent. To address the possible etiology of DD, this paper reviews evidence from autopsy and structural imaging studies on developmental dyslexia and discusses possible methodological sources of some inconsistent results. The role of the optometrist in the multidisciplinary management of dyslexia is highlighted. (S Afr Optom 2011 70(4) [191][192][193][194][195][196][197][198][199][200][201][202]

Eye care professionals have long been involved with vision and learning, and receive referrals from teachers, psychologists and other professionals who seek advice about whether vision problems may contribute to, or be responsible for, poor academic performance.  This is particularly the case when dealing with the relationship between vision and dyslexia, which has been a subject of controversy in optometric, ophthalmologic, educational and psychological literature. Ophthalmologists and optometrists in particular, hold different views on the association of dyslexia and vision, and there has been much debate regarding any causal relationship between them.  The results of studies that investigated the vision functions in dyslexic populations remain inconclusive.  This review is intended to provide an overview of studies to date and makes recommendation to guide future research.  (S AfrOptom 2010 69(2) 58-68)