Hollingsworth Richard S, Ludlow Amanda K, Wilkins Arnold J, Calver Richard I, Allen Peter M
*MCOptom †PhD ‡FCOptom, PhD Vision and Eye Research Unit, Department of Vision and Hearing Sciences, Anglia Ruskin University, Cambridge, United Kingdom (RSH, RIC, PMA); Department of Psychology, University of Birmingham, Edgbaston, United Kingdom (AKL); and Department of Psychology, University of Essex, Colchester, United Kingdom (AJW).
Optom Vis Sci. 2015 Jun;92(6):690-9. doi: 10.1097/OPX.0000000000000595.
To assess visual performance and the effects of color overlays on reading in children who were deaf and children who could hear.
Thirty-one children who were deaf (mean [± SD] age, 14 [± 1.99] years) and 39 children who could hear (mean [± SD] age, 13.58 [± 3.09] years) underwent an optometric examination with specific emphasis on near vision. Participants chose an overlay with color optimal for clarity and comfort and completed the Wilkins Rate of Reading Test both with and without an overlay of this color. Nineteen of the participants who were deaf were retested a year later with a modified rate of reading test that used only words that can readily be signed. This modified rate of reading test was repeated 1 week after its first administration.
Participants who were deaf had greater ametropia (p = 0.003), a more distant near point of convergence (p = 0.002), and reduced amplitude of accommodation (p < 0.001) compared with normal-hearing participants. All the children who were deaf chose a color overlay, with 45% choosing a yellow overlay, which increased the rate of reading by 18%. Only 66% of the participants who could hear chose an overlay, and it had no effect on reading speed. With the modified reading test, 7 of 19 (37%) again chose yellow. These participants showed a 9% increase in reading speed with the yellow overlay, which was repeatable 1 week later. The remainder showed no increase in rate of reading with their chosen overlay.
An eye examination of children who are deaf needs to include a comprehensive assessment of near visual function so that deficiencies of amplitude of accommodation, near point convergence, and ametropia can be treated. A yellow overlay improved reading speed in the participants who were deaf, whereas other colors did not, a finding at variance with earlier work on hearing populations.
评估失聪儿童和听力正常儿童的视觉表现以及颜色叠加对阅读的影响。
31名失聪儿童（平均[±标准差]年龄为14[±1.99]岁）和39名听力正常儿童（平均[±标准差]年龄为13.58[±3.09]岁）接受了验光检查，特别侧重于近视力。参与者选择了清晰度和舒适度最佳的颜色叠加，并在有和没有这种颜色叠加的情况下完成了威尔金斯阅读速度测试。19名失聪参与者在一年后使用仅包含易于手语表达的单词的改良阅读速度测试进行重新测试。该改良阅读速度测试在首次实施后1周重复进行。
与听力正常的参与者相比，失聪参与者有更高的屈光不正（p = 0.003）、更远的近点集合（p = 0.002）和更小的调节幅度（p < 0.001）。所有失聪儿童都选择了颜色叠加，其中45%选择了黄色叠加，阅读速度提高了18%。只有66%的听力正常参与者选择了叠加，且对阅读速度没有影响。在改良阅读测试中，19人中有7人（37%）再次选择了黄色。这些参与者使用黄色叠加时阅读速度提高了9%，1周后可重复。其余参与者使用所选叠加时阅读速度没有提高。
对失聪儿童的眼部检查需要包括对近视觉功能的全面评估，以便能够治疗调节幅度、近点集合和屈光不正的缺陷。黄色叠加提高了失聪参与者的阅读速度，而其他颜色则没有，这一发现与早期对听力人群的研究结果不同。
