Abstract
Aim: A pilot study was conducted between September 2010 and May 2011 to determine the nature of visual processing problems that might be affecting children aged 7–9 who were struggling to learn to read. Methods: A full eye test and binocular vision assessment were conducted. In addition assessment for visual stress using coloured overlays and a measure of reading level and speed were taken. Results: The results showed that about one fifth of the children had problems with binocular vision and/or visual stress and that correction of these visual difficulties had a positive effect on reading development. The possible benefits may differ depending on the nature of reading difficulties, for example slow but average readers gained in reading speed, whereas children with low reading levels saw improvements in level rather than speed gains. Conclusions: It would appear that assessing visual processing by eye care professionals is recommended due to the high number of children who had binocular vision problems and visual stress who were struggling to learn to read.
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