Uncorrected Hyperopia and Preschool Early Literacy: Vision in Preschoolers–Hyperopia in Preschoolers Study

• In Event: Research Focused on Early Literacy Developmental Factors

Abstract

Early literacy skills in 492 preschoolers/kindergarteners (244 hyperopes [farsighted], 248 emmetropes [normal-sighted]) were assessed by trained examiners using the Test of Preschool Early Literacy (TOPEL). The overall mean±SD TOPEL raw score was 86.6±23.2. After adjustment for age, race/ethnicity, and parent/caregiver's education, the mean difference between hyperopes and emmetropes was -4.3 (p=0.01) for TOPEL, -2.4 (p=0.007) for Print Knowledge, -1.6 (p=0.07) for Definitional Vocabulary, and -0.3 (p=0.39) for Phonological Awareness. Greater deficits in TOPEL scores were observed in the most hyperopic children than emmetropes (-6.8, p=0.01 for total score; -4.0, p=0.003 for print knowledge). In addition to remedial educational intervention, hyperopic children may benefit from preventive correction of refractive error, however the effect of this intervention has not yet been evaluated.

Authors

• Marjean Taylor Kulp, The Ohio State University

• Elise Ciner, Pennsylvania College of Optometry

• Maureen G Maguire, University of Pennsylvania

• Bruce Moore, New England College of Optometry

• Jill Marie Pentimonti, University of Virginia

• Maxwell Pistilli, University of Pennsylvania

• Lynn Cyert, Northeastern State University College of Optometry

• T. Rowan Candy, Indiana University

• Graham E Quinn, Children's Hospital of Philadelphia

• Gui-shuang Ying, University of Pennsylvania