Gale Orlansky|Jeremy Wilmer|Marc B. Taub|Daniella Rutner|Elise Ciner|Jan Gryczynski
Astigmatism and Early Academic Readiness in Preschool Children
Salus University
purpose study investigated relationship uncorrected astigmatism early academic readiness atrisk preschoolaged children methods vision screening academic records review performed 122 three fiveyearold children enrolled philadelphia head start program vision screening results related two measures early academic readiness teacherreported work sampling system wss parentreported ages stages questionnaire asq measures assess multiple developmental skill domains thought related academic readiness children astigmatism defined 025 either eye compared children astigmatism associations astigmatism specific subscales wss asq examined using parametric nonparametric bivariate statistics regression analyses controlling age spherical refractive error results presence astigmatism negatively associated multiple domains academic readiness children astigmatism significantly lower mean scores personal social development language literacy physical development domains wss personalsocial communication fine motor domains asq differences children astigmatism children astigmatism persisted statistically adjusting age magnitude spherical refractive error nonparametric tests corroborated findings language literacy physical health development domains wss communication domain asq conclusions presence astigmatism detected screening setting associated pattern reduced academic readiness multiple developmental educational domains among atrisk preschoolaged children study may help establish role early vision screenings comprehensive vision examinations need refractive correction improve academic success preschool children