Standardized Reading Performance and Objective Eye Movement Efficiency in Children - A Quantitative Correlational Study Design
| dc.contributor.advisor | Karns, Christina | |
| dc.contributor.advisor | Laukkanen, Hannu | |
| dc.contributor.advisor | Baldwin, Dare | |
| dc.contributor.author | Fuller, Patrick | |
| dc.date.accessioned | 2021-07-27T18:46:08Z | |
| dc.date.available | 2021-07-27T18:46:08Z | |
| dc.date.issued | 2021 | |
| dc.description | 30 pages | |
| dc.description.abstract | Binocular vision screenings conducted in academic settings have determined that nearly 20% of all children are identified with a binocular or accommodative disorder (Bodack et al., 2010). Strikingly, without binocular and accommodative testing, only about 40% of these students would have been identified as having a functional vision disorder based on distance visual acuity alone. Functional vision is defined as “how the person functions [visually] and indicates deficits in higher-order cerebral mechanisms” (Roberts et al., 2016). Binocular and accommodative disorders occur at much higher rates among students that have been identified as poor readers (two or more grade levels below expected), with nearly 80-85% of poor readers diagnosed with at least one binocular or accommodative disorder (Dusek et al., 2010; Grisham et al., 2007). The significant prevalence of vision disorders in academic settings warrants investigation into accurate and accessible screening tools to identify students who may have functional vision deficits that impact their academic performance, and whether objective measures of eye movement efficiency correlate with standardized measures of reading comprehension. One hundred and fifty students from grades three through five will be sampled from three elementary schools in the Eugene-Springfield area. These students will undergo a visual health screening and the RightEye Reading Skills Module. The visual screening will consist of near and distance visual acuity testing, as well as a cover test to determine if the student presents visual misalignment. The RightEye Reading Skills module will consist of a simulated reading task in which eye movement patterns will be recorded using video retinoscopy, producing outcome measures of reading visual efficiency, including reading rate, fixations per 100 words, average fixation duration, regression per 100 words, regression fixation ratio, gaze disparity, and Grade Level Equivalent (GLE) will be compared to performance on the Oregon State English Language Arts Examination Reading subsection. Statistical analysis will focus on how closely differences in performance correlate between these component measures of visual efficiency and the Oregon State English Language Arts Examination. If there is a moderate to strong correlation between these measures, this study could provide the basis for functional vision as a part of visual health screenings in academic settings, as well as further studies of academic subgroups. | en_US |
| dc.identifier.orcid | 0000-0001-8807-5127 | |
| dc.identifier.uri | https://hdl.handle.net/1794/26518 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | CC BY-NC-ND 4.0 | |
| dc.subject | binocular | en_US |
| dc.subject | vision | en_US |
| dc.subject | recording | en_US |
| dc.subject | correlation | en_US |
| dc.subject | analysis | en_US |
| dc.title | Standardized Reading Performance and Objective Eye Movement Efficiency in Children - A Quantitative Correlational Study Design | |
| dc.type | Thesis/Dissertation |