Kugathasan Laveniya, Partanen Marita, Chu Violet, Lyons Christopher, Giaschi Deborah
Department of Ophthalmology and Visual Sciences, University of British Columbia, Vancouver, British Columbia, Canada.
Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, British Columbia, Canada.
Vision Res. 2019 Mar;156:28-38. doi: 10.1016/j.visres.2019.01.001. Epub 2019 Jan 23.
Previous studies have reported compromised reading ability in children with amblyopia. Standardized psychoeducational test norms have not been used; therefore, the practical consequences of poor reading ability, such as eligibility for reading supports at school, have not been assessed. Furthermore, several studies have used atypical reading conditions such as monocular or distant viewing. It is also not clear how amblyopia treatment impacts reading ability. Thus, the goal of this study was to use standardized tests to compare binocular reading performance in children treated for amblyopia to that of a large normative sample, as well as to the types of control groups used in previous studies. Children treated for strabismic or anisometropic amblyopia (N = 14) were compared to children treated for strabismus without amblyopia (N = 12) and to children with healthy vision (N = 39). Visual acuity, stereoacuity, interocular suppression, intellectual functioning, oral single-word reading (TOWRE-2), and oral paragraph reading (GORT-5) were assessed. The control group showed significantly higher single-word reading accuracy than the amblyopia and strabismus groups. However, mean performance for all groups was within the average range of the normative sample. While mean scores were in the average range, six children (four amblyopia, two strabismus) performed below average on the single-word reading task; four of these children also showed below average paragraph reading. Reading scores were not correlated with visual acuity in the patient groups. The results raise the possibility that both strabismus and amblyopia can disrupt reading ability, even following successful treatment, to an extent that might benefit from reading supports at school.
以往的研究报告称，弱视儿童的阅读能力受损。尚未使用标准化的心理教育测试规范；因此，尚未评估阅读能力差的实际后果，例如在学校获得阅读支持的资格。此外，一些研究使用了非典型的阅读条件，如单眼或远距离观看。弱视治疗如何影响阅读能力也不清楚。因此，本研究的目的是使用标准化测试，将接受弱视治疗的儿童的双眼阅读表现与大量常模样本以及以往研究中使用的对照组类型进行比较。将接受斜视性或屈光参差性弱视治疗的儿童（N = 14）与接受斜视但无弱视治疗的儿童（N = 12）以及视力正常的儿童（N = 39）进行比较。评估了视力、立体视锐度、双眼抑制、智力功能、口头单字阅读（TOWRE - 2）和口头段落阅读（GORT - 5）。对照组的单字阅读准确率显著高于弱视组和斜视组。然而，所有组的平均表现都在常模样本的平均范围内。虽然平均分数在平均范围内，但有6名儿童（4名弱视，2名斜视）在单字阅读任务中的表现低于平均水平；其中4名儿童的段落阅读也低于平均水平。患者组的阅读分数与视力无关。结果表明，即使在成功治疗后，斜视和弱视都有可能在一定程度上干扰阅读能力，而这种程度可能会从学校的阅读支持中受益。
