Saccades and fixations in children with delayed reading skills

Viñuela-Navarro, Valldeflors; Erichsen, Jonathan Thor; Williams, Cathy; Woodhouse, J. Margaret

doi:10.1111/opo.12392

Cited by 20 publications

(29 citation statements)

References 50 publications

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“…Vinuela-Navarro et al found that dVA was not predictive of reading skills 35 . While we are aware that dVA is important amongst first graders for multiple purposes (seeing the board, reading the teacher's lips, social communication), our results support the view that dVA alone is not a sufficiently effective screening tool of visual skills necessary for reading acquisition.…”

Section: Discussionmentioning

confidence: 98%

“…Serdjukova et al, while not assessing accuracy, also found the DEM speed to be predictive of reading speed ability 36 . A different study assessing the relation between reading ability and saccades reports that these are not correlated 35 . However, in that study, eye movements were assessed while viewing animated stimuli and cartoon characters which are very different from text (e.g.…”

Section: Discussionmentioning

confidence: 99%

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Oculomotor-related measures but not distance visual acuity are predictive of reading ability in first graders

Portnoy

Gilaie-Dotan

2020

Preprint

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Vision screening in junior schools around the globe are often limited to distance visual acuity (dVA). Oculomotor dysfunction (OMD) is an umbrella term that includes abnormalities in comfortable and accurate control of the oculomotor system (fixation, pursuits and saccades) and can exist despite normal dVA. Since we assumed that a basic prerequisite for successful reading is that the ocular sensory-motor functions perform in flawless harmony with effortless automaticity, we hypothesized that OMD but not dVA would have profound effect on comfortable and efficient acquisition of effective reading skills. Consequently, we retrospectively compared independently obtained (double blind) reading evaluations and extensive optometric screening examinations of a class of 28 first graders. We found, as we hypothesized, that performance on optometric oculomotor tests, but not dVA , were predictive of reading test performance (both speed and accuracy) according to the standardized national reading norms. Our results suggest reevaluating the effectiveness of dVA as a marker of visual readiness for scholastic achievements. We propose including OMD related assessments as part of a paradigm shift in both vision screening in early readers as well as potential treatment protocols for those pupils struggling to acquire efficient reading skills.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Oculomotor-related measures but not distance visual acuity are predictive of reading ability in first graders

Portnoy

Gilaie-Dotan

2020

Preprint

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“…Near visual acuity has not been considered in the majority of these studies, even though near tasks constitute a major component of classroom activities . Indeed, the few studies that have investigated the association between habitual near visual acuity and reading performance have failed to find a significant relationship; importantly, most of these studies did not consider near acuity reserve . The Vision in Pre‐schoolers ‐ Hyperopia in Pre‐schoolers (VIP‐HIP) study group reported that near visual acuity was associated with reduced early literacy scores (Test of Preschool Early Literacy, TOPEL) in hyperopic children, with lower TOPEL scores for hyperopic children with binocular near visual acuity of 6/12 or worse compared with hyperopic children with near visual acuity better than 6/12 and with emmetropic children.…”

Section: Vision Refractive Error and Academic Performancementioning

confidence: 99%

Do reduced visual acuity and refractive error affect classroom performance?

Hopkins

Narayanasamy

Vincent

et al. 2020

Clinical and Experimental Optometry

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The role of visual acuity and refractive errors in the academic performance of children is controversial due to the variable quality of the research in this area and the mixed findings reported. This review aims to provide clarity by reviewing and critiquing relevant peerreviewed publications and also summarises what is known regarding the visual demands of modern classroom environments. The outcomes of this review suggest that while a number of studies have investigated the role of vision in relation to children's academic performances, the veracity of the evidence obtained from the majority of these studies is undermined by methodological limitations. Comparisons between studies are constrained by differences in experimental designs, instrumentation and sample characteristics. Despite these limitations, the weight of evidence suggests there is an association between academic performance and both visual acuity and refractive error in children. However, well-designed experimental studies are necessary to further understand the relationship between these parameters.

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“…Eye movement is a natural reflex to direct our gaze towards a visual stimulus and maintain a stable and clear image on the retina 8 . When performing everyday tasks, our eyes move to bring new information onto the fovea by performing a series of saccades, interspaced with fixations to retrieve useful information for analysis 9,10 . As an essential component of visual perception, eye movement is more objective than self-reported questionnaire when measuring the impact of eye diseases on daily activities and quality of life 11 .…”

mentioning

confidence: 99%

Evaluation of eye movements and visual performance in patients with cataract

Wan

Yang

Ren

et al. 2020

Sci Rep

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eye movement is an essential component of visual perception. eye movement disorders have been observed in many eye disease, and are thought to affect various visual performance in daily life. However, eye movement behaviors of the elderly with cataract are poorly understood, and the impact of cataract surgery on eye movements has not been investigated. In this study, we observed the eye movement behaviors in thirty patients with bilateral age-related cataract while performing three performance-based tasks (visual search, face recognition and reading). Eye movements were automatically recorded by an eye tracker during task performance. We found an overall improved visual performance postoperatively, presented as elevated percentage of correctly identified objects and faces, reduced search time and increased reading speed. Eye movement parameters were found significantly altered after cataract surgery. Fixation count, total fixation duration and total visit duration were markedly increased in the visual search task and face recognition task. the proportion of regressive saccades was obviously decreased in the reading task. these eye movement parameters were found to be correlated with the measures of visual performance. Our findings suggested a potential association between the eye movement disturbance and impaired visual performance, and provided a new insight on the potential usefulness of eye movement as an objective and valid tool to understand visual impairments caused by cataract, as well as evaluate practical outcomes of cataract surgery.

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Saccades and fixations in children with delayed reading skills

Cited by 20 publications

References 50 publications

Oculomotor-related measures but not distance visual acuity are predictive of reading ability in first graders

Oculomotor-related measures but not distance visual acuity are predictive of reading ability in first graders

Do reduced visual acuity and refractive error affect classroom performance?

Evaluation of eye movements and visual performance in patients with cataract

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