Assessment of visual acuity in preschool children

Abstract

Abstract.— Problems in testing visual acuity of preschool children were discussed with regard to choice of optotype and test distance, illumination, instruction and response indicator, and the motivational aspect of the test situation. A test situation conforming to these requirements for measuring visual acuity was arranged for testing of preschool children, using a discrimination learning paradigm with simultaneous presentation of the cues. The test figures were two Landolt Cs of equal size but one with the gap filled in, thus forming a circle. Small toys were used as rewards for choosing the Landolt C. Of 27 children, 2–6 years of age, 25 achieved a visual acuity level corresponding to a Snellen value of 20/20. The results thus indicate a better visual acuity for preschool children than is commonly believed.

Crowding in Children's Visual Acuity Tests—Effect of Test Design and Age

“…Kothe and Regan also concluded that both uncrowded and crowded acuity improved in parallel between the ages of 4 and 11 years. This finding of the continued development of uncrowded acuity beyond the age of around 6 years conflicted with the conclusions of some previous authors, [21][22][23] who reported high levels of single optotype (uncrowded) acuity at young ages with little development thereafter (see also ref. 24 ).…”

Improving the reliability of visual acuity measures in young children

“…Furthermore, the 3 m test distance reduces test times and increases patient co-operation particularly in poorly motivated children (Sheridan, 1960;Smorvik and Bosnes, 1976;Pickert and Wachs, 1980). A regular geometric progression of letter sizes is employed whose ratio is equal to 10 Z10 (0.1 log unit).…”

Improving the reliability of visual acuity measures in young children

“…Glasgow Acuity Cards are viewed directly at a distance of 3 m, since it has been suggested that some children may perform slightly better at this reduced distance for psychological reasons (Kitao, 1960;Sheridan, 1974;Brant and Nowotny, 1976). Furthermore, the 3 m test distance reduces test times and increases patient co-operation particularly in poorly motivated children (Sheridan, 1960;Smorvik and Bosnes, 1976;Pickert and Wachs, 1980). A regular geometric progression of letter sizes is employed whose ratio is equal to 10 Z10 (0.1 log unit).…”