弱视儿童的双眼阅读缓慢是一种共同的眼缺陷。
Slow Binocular Reading in Amblyopic Children Is a Fellow Eye Deficit.
机构信息
Retina Foundation of the Southwest, Dallas, Texas.
Pediatric Ophthalmology and Adult Strabismus, PA, Plano, Texas.
出版信息
Optom Vis Sci. 2023 Mar 1;100(3):194-200. doi: 10.1097/OPX.0000000000001995. Epub 2023 Jan 30.
SIGNIFICANCE
Amblyopic children read 25% slower than their peers during binocular silent reading.
PURPOSE
We compared binocular reading to fellow eye reading to determine whether slow reading in amblyopic children is due to binocular inhibition; that is, the amblyopic eye is interfering during binocular reading.
METHODS
In a cross-sectional study, 38 children with amblyopia and 36 age-similar control children who completed grades 1 to 6 were enrolled. Children silently read grade-appropriate paragraphs during binocular reading and fellow eye reading while wearing ReadAlyzer eye-tracking goggles (Compevo AB, Stockholm, Sweden). Reading rate, number of forward saccades, number of regressive saccades, and fixation duration were analyzed between groups and between viewing conditions. We also examined whether sensory factors (amblyopia severity, stereoacuity, suppression) were related to slow reading.
RESULTS
For amblyopic children, binocular reading versus fellow eye reading did not differ for reading rate (176 ± 60 vs. 173 ± 53 words per minute, P = .69), number of forward saccades (104 ± 35 vs. 97 ± 33 saccades/100 words, P = .18), number of regressive saccades (21 ± 15 vs. 22 ± 13 saccades/100 words, P = .75), or fixation duration (0.31 ± 0.06 vs. 0.32 ± 0.07 seconds, P = .44). As expected, amblyopic children had a slower reading rate and more forward saccades than control children during binocular reading and fellow eye reading. Slow reading was not related to any sensory factors.
CONCLUSIONS
Binocular reading did not differ from fellow eye reading in amblyopic children. Thus, binocular inhibition is unlikely to play a role in slow binocular reading and is instead a fellow eye deficit that emerges from a disruption in binocular visual experience during development.
意义
弱视儿童在双眼同时安静阅读时的阅读速度比同龄人慢 25%。
目的
我们比较了双眼阅读和单眼阅读，以确定弱视儿童阅读速度慢是否是由于双眼抑制；也就是说，在双眼阅读时，弱视眼在干扰。
方法
在一项横断面研究中，共纳入 38 名弱视儿童和 36 名年龄相匹配的已完成 1 至 6 年级的正常儿童。儿童在双眼阅读和单眼阅读时，通过 Compevo AB（瑞典斯德哥尔摩）的 ReadAlyzer 眼动追踪护目镜阅读相应年级的段落。对两组儿童的阅读速度、前向扫视次数、回扫扫视次数和注视持续时间进行了分析，并比较了两种阅读方式。我们还研究了感觉因素（弱视严重程度、立体视锐度、抑制）是否与阅读速度慢有关。
结果
对于弱视儿童，双眼阅读和单眼阅读的阅读速度无差异（176 ± 60 与 173 ± 53 个单词/分钟，P =.69），前向扫视次数（104 ± 35 与 97 ± 33 个扫视/100 个单词，P =.18），回扫扫视次数（21 ± 15 与 22 ± 13 个扫视/100 个单词，P =.75），或注视持续时间（0.31 ± 0.06 与 0.32 ± 0.07 秒，P =.44）。正如预期的那样，弱视儿童在双眼阅读和单眼阅读时的阅读速度较慢，前向扫视次数也较多。阅读速度慢与任何感觉因素均无关。
结论
弱视儿童的双眼阅读和单眼阅读无差异。因此，双眼抑制不太可能在双眼阅读速度慢中发挥作用，而是一种双眼缺陷，是由于在发育过程中双眼视觉经验的中断而出现的。
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