Binocular function in school children with reading difficulties.
(La fonction binoculaire des enfants d'âge scolaire présentant des difficultés de lecture)

Palomo-Alvarez C, Puell MC.
School of Optometry, Complutense University, Madrid, Spain.
cpalomoa@fis.ucm.es

INTRODUCTION: Prior findings suggest that poor readers tend to have poor binocular vision skills, but data on the binocular abilities of children with poor reading skills are lacking. Our aim was to characterize distance and near horizontal heterophoria, distance and near horizontal fusional vergence ranges, accommodative convergence/accommodation (AC/A) ratio, near point of convergence, and stereopsis in poor-reading school-age children without dyslexia selected from a non-clinical population.

METHODS: We conducted a cross-sectional study on 87 poor readers and 32 control children (all 8-13 years of age) in grades three to six recruited from eleven elementary schools in Madrid, Spain. With best spectacle correction in each subject, distance and near horizontal heterophoria measurements were obtained using the von Graefe technique, distance and near horizontal fusional vergence ranges were obtained using Risley rotary prisms, the AC/A ratio was measured using the gradient method, near point of convergence (NPC) was evaluated by the standard push-up technique using a transilluminator, and stereoacuity was tested with the Randot stereotest.

RESULTS: Mean distance base-in break and base-in recovery values were nearly 2 Delta lower (p < 0.01) in the poor readers than those recorded in the control group. However, mean distance base-out vergences (blur, break and recovery), mean distance and near horizontal heterophoria, mean near horizontal fusional vergence ranges, mean AC/A ratio, mean near point of convergence (NPC), and mean stereoacuity did not differ significantly between the poor readers and controls.

CONCLUSIONS: This study provides information on the binocular ability of children with poor reading skills but without dyslexia. Our findings suggest reduced distance base-in break and base-in recovery, such that distance fusional vergence ranges should always be assessed in children who complain of reading difficulties.

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