Abstract
Background: The 4-year project Securing education for children in Tanzania aims at improving education through assessment and educational training in visual functions such as visual acuity, accommodation, fixation and ocular-motor function in school age children by trained teachers. This article describes and analyzes a 3-week vision intervention and its outcome on the pupils with regards to selected visual functions and reading speed. Objective: To investigate whether structured visual stimulation improves visual functions and reading speed in 5th grade pupils at an elementary school in urban Tanzania. Methods: A quasi-experimental/intervention study with pre-and post-test following visual stimulation intervention involving a vision group (n = 21) and a control group (n = 14). Results: The pupils who received structured vision stimulation for 3 weeks, 1 hour per day improved visual functions and their reading speed. Conclusion: Structured visual training done by highly qualified teachers has an impact on visual functions and reading speed. More research has to identify the benefits, challenges and consequences for education and service delivery.
Highlights
The main research question of this study is whether structured stimulation through vision-lessons in school will influence pupils’ vision qualities and reading speed
The 4-year project Securing education for children in Tanzania aims at improving education through assessment and educational training in visual functions such as visual acuity, accommodation, fixation and ocular-motor function in school age children by trained teachers
Structured visual training done by highly qualified teachers has an impact on visual functions and reading speed
Summary
The main research question of this study is whether structured stimulation through vision-lessons in school will influence pupils’ vision qualities and reading speed. Objective: To investigate whether structured visual stimulation improves visual functions and reading speed in 5th grade pupils at an elementary school in urban Tanzania. Results: The pupils who received structured vision stimulation for 3 weeks, 1 hour per day improved visual functions and their reading speed. Conclusion: Structured visual training done by highly qualified teachers has an impact on visual functions and reading speed. More research has to identify the benefits, challenges and consequences for education and service delivery
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