Home About us Contact
|
Home About us Contact | ||
|
|
||
Reading Ability (reading + ability)
Selected AbstractsDyslexia and oral reading errorsJOURNAL OF RESEARCH IN READING, Issue 1 2005Chris Singleton Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not resemble beginning readers. Thomson's study and his use of miscue analysis is re-evaluated, both in relation to the educational and political climate of the time , which was hostile to the concept of dyslexia , and in the light of research and social developments since then. The study of oral reading still has value today, both for the teacher and the researcher, provided its limitations as a technique are fully appreciated. [source] Gender differences in reading ability and attitudes: examining where these differences lieJOURNAL OF RESEARCH IN READING, Issue 2 2009Sarah Logan The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation. [source] Resistant readers 8 months later: energizing the student's learning milieu by targeted counsellingDYSLEXIA, Issue 2 2006Anne Brit Andreassen Abstract Several studies have reported that an alarming large subgroup of poor readers seems to be treatment resistant. This group obviously needs attention beyond standard special education instructions. In Norway, the National Centre for Reading Education and Research has been assigned the task of assisting the school psychological services nationwide in severe cases of reading disabilities. The aim of the present study of a clinical sample of students with severe dyslexia, due to phonological deficits, was to evaluate effects of counselling 8 months after a 2-day assessment at the centre. Sixty-five students, with a mean age of 12.3 years, participated. A thorough assessment of each student's strengths and problems was conducted at the centre. Additional information was obtained from the school psychological services, the teachers, and the parents. Diagnostic reports and proposals for remediation were forwarded to the school psychological services. Students', parents', and teachers' evaluation of the students' reading abilities 8 months after the assessment was retrieved for 75% of cases. Of these, 80% reported clear progress in the students' reading abilities. The progress could not be related to age, cognitive level, place of residence, or previous special education received, but instead to improved motivation. Copyright © 2006 John Wiley & Sons, Ltd. [source] Implications of articulatory awareness in learning literacy in english as a second languageDYSLEXIA, Issue 2 2004Jun Yamada Abstract The articulatory awareness task, which was found by Griffiths and Frith (2002) to discriminate ex-dyslexic from non-dyslexic adults, was given to three groups of Japanese college students with different English reading abilities. Two unexpected results emerged: (1) Articulatory awareness performance was generally poor across the groups, thereby suggesting that poor articulatory awareness is not unique to dyslexia but rather to reading difficulty in general, and (2) There was a weak but significant positive correlation between articulatory awareness and English reading ability. Implications are that while articulatory awareness may not function only in dyslexia, it is embedded in a complex information-processing network involving reading acquisition. Specifically, a revised Articulatory Awareness Deficit Hypothesis is formulated, which states that poor articulatory awareness is part of articulation difficulty associated with poor phonological awareness that in turn tends to underlie dyslexia and reading difficulty. Copyright © 2004 John Wiley & Sons, Ltd. [source] Language and reading abilities of children with autism spectrum disorders and specific language impairment and their first-degree relativesAUTISM RESEARCH, Issue 1 2009Kristen A. Lindgren Abstract Autism spectrum disorder (ASD) and specific language impairment (SLI) are developmental disorders exhibiting language deficits, but it is unclear whether they arise from similar etiologies. Language impairments have been described in family members of children with ASD and SLI, but few studies have quantified them. In this study, we examined IQ, language, and reading abilities of ASD and SLI children and their first-degree relatives to address whether the language difficulties observed in some children with ASD are familial and to better understand the degree of overlap between these disorders and their broader phenotypes. Participants were 52 autistic children, 36 children with SLI, their siblings, and their parents. The ASD group was divided into those with (ALI, n=32) and without (ALN, n=20) language impairment. Relationships between ASD severity and language performance were also examined in the ASD probands. ALI and SLI probands performed similarly on most measures while ALN probands scored higher. ALN and ALI probands' language scores were not related to Autism Diagnostic Interview,Revised and Autism Diagnostic Observation Schedule algorithm scores. SLI relatives scored lowest on all measures, and while scores were not in the impaired range, relatives of ALI children scored lower than relatives of ALN children on some measures, though not those showing highest heritability in SLI. Given that ALI relatives performed better than SLI relatives across the language measures, the hypothesis that ALI and SLI families share similar genetic loading for language is not strongly supported. [source] Relationship between eye preference and binocular rivalry, and between eye-hand preference and reading ability in childrenDEVELOPMENTAL PSYCHOBIOLOGY, Issue 8 2008J. Fagard Abstract One goal of the experiment presented here was to check, in children, the relationship between eye preference when sighting at different angles and eye dominance in binocular rivalry. In addition, since it is sometimes argued that a crossed pattern of eye-hand preference might put children at risk of difficulties in learning to read, we evaluated the relationship between this pattern and reading achievement in first and sixth graders. Results showed that a majority of children are right-eyed for monosighting, and that intrinsic preference and spatial factor influence the choice of eye. As many children were right- or left-eye dominant, and eye dominance was not related to eye preference. We found no relationship between eye-hand preference and reading proficiency, thus not confirming that a crossed pattern of eye-hand preference might put children at risk of difficulties in learning to read. Consistent handers were more advanced in reading than inconsistent handers. © 2008 Wiley Periodicals, Inc. Dev Psychobiol 50: 789,798, 2008 [source] Visual deficits in developmental dyslexia: relationships between non-linguistic visual tasks and their contribution to components of readingDYSLEXIA, Issue 2 2008Manon W. Jones Abstract Developmental dyslexia is often characterized by a visual deficit, but the nature of this impairment and how it relates to reading ability is disputed (Brain 2003; 126: 841,865). In order to investigate this issue, we compared groups of adults with and without dyslexia on the Ternus, visual-search and symbols tasks. Dyslexic readers yielded more errors on the visual-search and symbols tasks compared with non-dyslexic readers. A positive correlation between visual-search and symbols task performance suggests a common mechanism shared by these tasks. Performance on the visual-search and symbols tasks also correlated with non-word reading and rapid automatized naming measures, and visual search contributed independent variance to non-word reading. The Ternus task did not discriminate reading groups nor contributed significant variance to reading measures. We consider how visual-attention processes might underlie specific component reading measures. Copyright © 2007 John Wiley & Sons, Ltd. [source] Meta-analysis of the nonword reading deficit in specific reading disorderDYSLEXIA, Issue 3 2006Julia A. Herrmann Abstract A meta-analysis was conducted to investigate whether specific reading disorder (SRD) groups demonstrate a deficit in using phonological recoding strategies. Thirty-four studies were reviewed that had compared the nonword reading performances of SRD groups with reading-level matched (RL) control groups. The average nonword reading difference between groups across the total number of studies was moderate (d=0.65, N=2865). Three predictors of the size of group differences in nonword reading ability were identified. Studies that used passage reading tests to match groups for reading level found significantly less evidence for nonword reading deficits than studies that used word-level reading accuracy tests. Secondly, there was a significant positive relationship between group differences in intelligence level (SRD-RL control group) and effect sizes. Finally, group differences in age showed a significant negative association with effect magnitudes. The mean age, reading level and intelligence level of groups did not significantly predict nonword reading outcomes. It was concluded that there was evidence for nonword reading deficits in SRD groups, consistent with the claim that deficient development of phonological recoding strategies is a leading cause of reading difficulties. Copyright © 2006 John Wiley & Sons, Ltd. [source] Implications of articulatory awareness in learning literacy in english as a second languageDYSLEXIA, Issue 2 2004Jun Yamada Abstract The articulatory awareness task, which was found by Griffiths and Frith (2002) to discriminate ex-dyslexic from non-dyslexic adults, was given to three groups of Japanese college students with different English reading abilities. Two unexpected results emerged: (1) Articulatory awareness performance was generally poor across the groups, thereby suggesting that poor articulatory awareness is not unique to dyslexia but rather to reading difficulty in general, and (2) There was a weak but significant positive correlation between articulatory awareness and English reading ability. Implications are that while articulatory awareness may not function only in dyslexia, it is embedded in a complex information-processing network involving reading acquisition. Specifically, a revised Articulatory Awareness Deficit Hypothesis is formulated, which states that poor articulatory awareness is part of articulation difficulty associated with poor phonological awareness that in turn tends to underlie dyslexia and reading difficulty. Copyright © 2004 John Wiley & Sons, Ltd. [source] On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary-school studyDYSLEXIA, Issue 4 2002Joel B. Talcott Abstract Three hundred and fifty randomly selected primary school children completed a psychometric and psychophysical test battery to ascertain relationships between reading ability and sensitivity to dynamic visual and auditory stimuli. The first analysis examined whether sensitivity to visual coherent motion and auditory frequency resolution differed between groups of children with different literacy and cognitive skills. For both tasks, a main effect of literacy group was found in the absence of a main effect for intelligence or an interaction between these factors. To assess the potential confounding effects of attention, a second analysis of the frequency discrimination data was conducted with performance on catch trials entered as a covariate. Significant effects for both the covariate and literacy skill was found, but again there was no main effect of intelligence, nor was there an interaction between intelligence and literacy skill. Regression analyses were conducted to determine the magnitude of the relationship between sensory and literacy skills in the entire sample. Both visual motion sensitivity and auditory sensitivity to frequency differences were robust predictors of children's literacy skills and their orthographic and phonological skills. Copyright © 2002 John Wiley & Sons, Ltd. [source] A developmental fMRI study of self-regulatory controlHUMAN BRAIN MAPPING, Issue 11 2006Rachel Marsh Abstract We used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of self-regulatory control across development in healthy individuals performing the Stroop interference task. Proper performance of the task requires the engagement of self-regulatory control to inhibit an automatized response (reading) in favor of another, less automatic response (color naming). Functional MRI scans were acquired from a sample of 70 healthy individuals ranging in age from 7 to 57 years. We measured task-related regional signal changes across the entire cerebrum and conducted correlation analyses to assess the associations of signal activation with age and with behavioral performance. The magnitude of fMRI signal change increased with age in the right inferolateral prefrontal cortex (Brodmann area [BA] 44/45) and right lenticular nucleus. Greater activation of the right inferolateral prefrontal cortex also accompanied better performance. Activity in the right frontostriatal systems increased with age and with better response inhibition, consistent with the known functions of frontostriatal circuits in self-regulatory control. Age-related deactivations in the mesial prefrontal cortex (BA 10), subgenual anterior cingulate cortex (BA 24), and posterior cingulate cortex (BA 31) likely represented the greater engagement of adults in self-monitoring and free associative thought processes during the easier baseline task, consistent with the improved performance on this task in adults compared with children. Although we cannot exclude the possibility that age-related changes in reading ability or in the strategies used to optimize task performance were responsible for our findings, the correlations of brain activation with performance suggest that changes in frontostriatal activity with age underlie the improvement in self-regulatory control that characterizes normal human development. Hum Brain Mapp, 2006. © 2006 Wiley-Liss, Inc. [source] Gender differences in reading ability and attitudes: examining where these differences lieJOURNAL OF RESEARCH IN READING, Issue 2 2009Sarah Logan The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation. [source] Reading strategy use between Chinese good and poor readers: a think-aloud studyJOURNAL OF RESEARCH IN READING, Issue 4 2006Kit-Ling Lau This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think-aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think-aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. [source] Rhyme and reading: a critical review of the research methodologyJOURNAL OF RESEARCH IN READING, Issue 1 2002Bonnie M. Macmillan There is debate over whether children's early rhyme awareness has important implications for beginning reading instruction. The apparent finding that pre-readers are able to perform rhyme tasks much more readily than phoneme tasks has led some to propose that teaching children to read by drawing attention to rime units within words is ,a route into phonemes' (Goswami, 1999a, p. 233). Rhyme and analogy have been adopted as an integral part of the National Literacy Strategy (DfEE, 1998), a move which appears to have been influenced by three major research claims:1) rhyme awareness is related to reading ability, 2) rhyme awareness affects reading achievement, and 3) rhyme awareness leads to the development of phoneme awareness. A critical examination of the experimental research evidence from a methodological viewpoint, however, shows that not one of the three claims is sufficiently supported. Instructional implications are discussed. [source] Family literacy activities in the homes of successful young readersJOURNAL OF RESEARCH IN READING, Issue 1 2000Rhona Stainthorp This paper presents an account of the literacy activities engaged in by the parents of 29 children around the time that the children were about to start school at Key Stage 1. Fifteen of the children were reading fluently before they began school and the remaining fourteen were matched for age, sex, receptive vocabulary scores, pre-school group attended and socio-economic family status, but not reading fluently. In order to ascertain that the fluent readers were not simply coming from homes where literacy activities were more in evidence, parents were asked to report on their own literacy activities. The data obtained indicated that there were no systematic differences in the activities of the two sets of parents. They also showed that there was a considerable amount of literacy activity evident in the homes. It is argued that, whilst the home environment is highly instrumental in nurturing literacy development, it is not enough to account for precocious reading ability. [source] Acquisition of Literacy in Bilingual Children: A Framework for ResearchLANGUAGE LEARNING, Issue 2007Ellen Bialystok Much of the research that contributes to understanding how bilingual children become literate is not able to isolate the contribution of bilingualism to the discussion of literacy acquisition for these children. This article begins by identifying three areas of research that are relevant to examining literacy acquisition in bilinguals, explaining the contribution of each, and associating each type of research with a skill required by monolingual children in becoming literate. Three prerequisite skills for the acquisition of literacy are competence with the oral language, understanding of symbolic concepts of print, and establishment of metalinguistic awareness. A review of the literature explores the extent to which these skills that influence literacy acquisition in monolinguals develop differently for bilingual children. The conclusion is that the relation between bilingualism and the development of each of the three skills is different, sometimes indicating an advantage (concepts of print), sometimes a disadvantage (oral language competence), and sometimes little difference (metalinguistic concepts) for bilingual children. Therefore, bilingualism is clearly a factor in children's development of literacy, but the effect of that factor is neither simple nor unitary. Since the publication of this article, our research has continued to explore the themes set out in this framework and provided more detail for the description of how bilingualism affects the acquisition of literacy. Two important advances in this research are the finding that some aspects of reading ability, notably phonological awareness, are rooted in general cognitive mechanisms and transfer easily across languages, whereas others, such as decoding, are more language dependent and language-specific and need to be relearned with each new writing system (Bialystok, Luk, & Kwan, 2005). Second, writing systems and the differences between them have a greater impact on children's acquisition of literacy than previously believed. Not surprisingly, this relation has been found for emerging ability with phonological awareness (Bialystok, McBride-Chang, & Luk, 2005) but, more surprisingly, has recently been shown to have a subtle influence on children's emerging concepts of print (Bialystok & Luk, in press). The interpretation that bilingualism must be considered in terms of both advantages and disadvantages has also been pursued in studies of cognitive and linguistic processing in adults. Recent research has shown that adult bilinguals display disadvantages on tasks measuring lexical retrieval and fluency (Michael & Gollan, 2005) but advantages on tasks assessing cognitive control of attention (Bialystok, Craik, Klein, & Viswanathan, 2004). This approach leads to a more detailed and, ultimately, more accurate description of how bilingualism affects cognitive performance. [source] Meeting patient needs in the hospital setting, are written nutrition education resources too hard to understand?NUTRITION & DIETETICS, Issue 3 2008Louise PERKINS Abstract Aims:, To determine the readability of written nutrition education resources currently used in the Nutrition and Dietetics Department in a large teaching hospital and assess whether these resources are of an appropriate readability level for the target population. Methods:, Dietitians in the department (n = 17) were interviewed to identify resources in use. Readability analysis of current resources (n = 235) followed, using the Simplified Measure of Gobbledegook (SMOG). The SMOG scores were compared with census data for the average reading ability of the target population based on the number of school years completed. Results:, The readability level for the resources ranged from 6 to 15. The mean was 10.4 ± 1.89 (n = 235). This compared with a reading ability in the target population of between years 6 and 8. This discrepancy suggests that the resources may be too complex and are unlikely to be well understood by the target population. Conclusions:, In the time-poor clinical environment where there is reliance on written nutrition resources to support and reinforce education messages, it is pertinent to pay more attention to readability level. Written resources are unlikely to be effective if they are too complex. It is therefore suggested that dietitians consider the readability when developing and reviewing written nutrition education resources to ensure best-quality patient care. The results of this project suggest that the SMOG index is a useful method to use for this purpose as it is widely available, easy to use and expedient in implementation. [source] Language preference and its relationship with reading skills in English and SpanishPSYCHOLOGY IN THE SCHOOLS, Issue 2 2007Michele H. Brenneman A dearth of research has investigated the language preference of bilingual childhood populations and its subsequent relationship to reading skills. The current study evaluated how a sequential bilingual student's choice of language, in a particular environmental context, predicted reading ability in English and Spanish. The participants were Latino children ranging in age from 7 years, 5 months, to 11 years, 6 months, with 43% born in the United States. Results showed a relationship between a child's higher English language preference for media and for communication with others outside the family and better reading skills in English. Language preference differences predicted reading abilities better for English than for Spanish. Results suggested that sequential bilingual children's language preference may be a useful marker of English language (second language [L2]) facility and use that is related to their reading proficiency or influences the development of English reading skills in such bilingual children in the United States. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 171,181, 2007. [source] Predicting curriculum and test performance at age 11 years from pupil background, baseline skills and phonological awareness at age 5 yearsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 7 2007Robert Savage Background:, Phonological awareness tests are amongst the best predictors of literacy and predict outcomes of Key Stage 1 assessment of the National Curriculum in England at age 7. However, it is unknown whether their ability to predict National Curricular outcomes extends to Key Stage 2 assessments given at age 11, or also whether the predictive power of such tests is independent of letter-knowledge. We explored the unique predictive validity of phonological awareness and early literacy measures, and other pupil background measures taken at age 5 in the prediction of English, Maths, and Science performance at age 11. Method:, Three hundred and eighty-two children from 21 primary schools in one Local Educational Authority were assessed at age 5 and followed to age 11 (Key Stage 2 assessment). Teaching assistants (TAs) administered phonological awareness tasks and early literacy measures. Baseline and Key Stage 2 performance measures were collected by teachers. Results:, Phonological awareness was a significant unique predictor of all nine outcome measures after baseline assessment and pupil background measures were first controlled in regression analyses, and continued to be a significant predictor of reading, maths, and science performance, and teacher assessments after early literacy skill and letter-knowledge was controlled. Gender predicted performance in writing, the English test, and English teacher assessment, with girls outperforming boys. Conclusions:, Phonological awareness is a unique predictor of general curricular attainment independent of pupil background, early reading ability and letter-knowledge. Practically, screening of phonological awareness and basic reading skills by school staff in year 1 significantly enhances the capacity of schools to predict curricular outcomes in year 6. [source] Specific reading disability (dyslexia): what have we learned in the past four decades?THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1 2004Frank R. Vellutino We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (,dyslexia') over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in reading-related cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction. [source] Recognition of Pixelized Chinese Characters Using Simulated Prosthetic VisionARTIFICIAL ORGANS, Issue 3 2007Xinyu Chai Abstract:, The rehabilitation of the reading ability of the blind with a limited number of stimulating electrodes is regarded as one of the major functions of the envisioned visual prosthesis. This article systematically studied how many pixels of individual Chinese characters should be needed for correct and economic recognition by blind Chinese subjects. In this study, 40 normal-sighted subjects were tested on a self-developed platform HanziConvertor (Institute for Laser Medicine & Bio-photonics, Shanghai Jiaotong University, China) with digital imaging processing capacities to convert images of printed text into various pixelized patterns made up of discrete dots, and present them orderly on a computer screen. It was found that various complicated factors such as pixel number, character typeface, stroke number, etc., can obviously affect the recognition accuracy. It was also found that optimal recognition accuracy occurs at a specific size of binary pixel array, due to a trade-off between a strictly limited number of stimulation electrodes and character sampling resolution. The results showed that (i) recognition accuracy of pixelized characters is optimal with at least 12 × 12 binary pixels, and therefore it is recommended to apply a minimum of 150 discrete and functioning electrodes for restoring the reading ability of blind Chinese individuals in the visual prosthesis; (ii) fonts of Song Ti and Hei Ti are clearer and more effective than other typefaces; and (iii) characters with fewer strokes lead to better accuracy. [source] Improvement of reading speed after providing of low vision aids in patients with age-related macular degenerationACTA OPHTHALMOLOGICA, Issue 8 2009Nhung Xuan Nguyen Abstract. Purpose:, Age-related macular degeneration (AMD) is the most common cause of severe visual impairment, including loss of reading ability, among elderly persons in developed countries. The aim of the present study was to evaluate reading ability before and after providing of appropriate low vision aids. Methods:, Five hundred and thirty patients with different stages of AMD (age 82 ± 8 years) were included in this retrospective study. All patients underwent a standardized ophthalmological examination including evaluation of magnification requirement and careful providing of low vision aids. Before and after the provision of low vision aids, reading speed [words per minute (wpm)] was evaluated using standardized reading texts. Results:, For the whole group, the average best-corrected distance visual acuity of the better eye was 0.18 ± 0.15, with 69% of patients having visual acuity of 0.1 (20/200) or better. The mean magnification requirement was 7.4 ± 6.3-fold (range 2,25). Visual rehabilitation was achieved with optical visual aids in 58% of patients, whereas 42% of patients needed electronically closed-circuit TV systems. Mean reading speed was 20 ± 33 wpm before and increased significantly to 72 ± 35 (p < 0.0001) after the provision of low vision aids for the whole group. Between patients with visual acuity < 0.1 and patients with visual acuity of 0.1 or better, there are highly significant differences in reading speed before (0.4 ± 3.8 versus 20 ± 28 wpm, p , 0.0001) and after providing of visual aids (40 ± 13 versus 84 ± 30 wpm, p , 0.0001). Patients with severe visual impairment (visual acuity , 0.1) showed significantly lower improvement of reading speed compared to patients with visual acuity of 0.1 or better following rehabilitation (p , 0.0001). Before providing of low vision aids, only 16% of patients were able to read; in contrast, reading ability was achieved in 94% of patients after the provision of low vision aids for the whole group. Conclusion:, Our results indicate the great value of low vision rehabilitation through adequate providing of vision aids for the improvement of reading ability, with a highly significant increase of reading speed without training of eccentric viewing in patients with retained central fixation. The prompt implementation of low vision aids in patients with macular degeneration will help them to maintain and regain their reading ability, which can lead to an increase in independence, communication, mental agility and quality of life. [source] | ||||||||||||||||