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Orthoptic status and reading disability.

D V Bishop, C Jancey, A M Steel

    Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
    |December 1, 1979
    PubMed
    Summary
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    This study found no link between specific reading difficulties and vision problems like convergence deficiency in 8-year-olds. Crossed reference, where the reference eye is opposite the preferred hand, was common and not associated with reading issues.

    Area of Science:

    • Ophthalmology
    • Developmental Psychology
    • Educational Psychology

    Background:

    • Previous research suggested a link between specific reading disability and certain orthoptic issues.
    • A 1973 study by Dunlop, Dunlop, and Fenelon reported a higher incidence of convergence deficiency, defective stereopsis, and esophoria in children with reading difficulties.

    Purpose of the Study:

    • To investigate the association between specific reading disability and orthoptic status in 8-year-old children.
    • To attempt to replicate the findings of Dunlop, Dunlop, and Fenelon (1973).
    • To examine the prevalence and association of crossed reference with reading ability.

    Main Methods:

    • 147 unselected 8-year-old children were assessed.
    • Tests included intelligence, reading ability, and orthoptic status.

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  • The reference eye test as described by Dunlop et al. (1973) was utilized.

    • Main Results:

    • The study failed to replicate the previously reported higher incidence of convergence deficiency, defective stereopsis, and esophoria in children with specific reading disability.
    • Crossed reference was found to be common in the sample.
    • Crossed reference was not associated with reading problems in this cohort.

    Conclusions:

    • The findings do not support a link between specific reading disability and the investigated orthoptic issues.
    • The prevalence of crossed reference in children is not necessarily indicative of reading difficulties.
    • Further research may be needed to clarify the relationship between visual status and reading development.