• The Journal of Korean Society for School & Community Health Education
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• v.9 no.2
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• pp.81-90
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• 2008

Objectives: Since 80% of the information we get from the environment comes in through our eyes (Anshel JR, 1999), uncorrected visual problems negatively affect children's educational process and perceptual development. The objectives of this study were: 1st, to document the prevalence of learning related vision problem in primary school children. 2nd, to compare responses of children with those of parents on visual symptoms. Lastly, to determine if there is an association between visual symptoms and academic performance. Methods: We administered visual-symptom quality of life questionnaire developed by Oklahoma College of Optometry in Vision Development to 1031 primary school children and their parent. Visual symptoms responded by children and their parents were compared using Independent Sample t-test and the relation between visual symptoms and academic performance were calculated using Pearson Correlation tests. Results and Conclusions: The number of children who need further professional evaluation, that is visual-symptom scores were ${\geq}20$, reported by children(25%) was greater than that reported by parents(16%). And visual-symptom scores reported by children were significantly higher than those reported by parents in every grade(p<0.01, p<0.001). Visual symptoms reported by both children and parents were found to be inversely correlated to academic performance in every academic area and most of their correlations were statistically significant(p<0.05). Therefore, children with more visual-symptom reported by both group had negative effects on children's academic performance.

• Journal of Korean Ophthalmic Optics Society
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• v.14 no.3
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• pp.75-81
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• 2009

Purpose: The purpose of this controlled study was to determine the effectiveness of vision therapy for accommodative infacility in children. Methods: 10 children 9 to 13 years of age with symptomatic accommodative infacility were divided into a treatment group (n=6) and a contol group (n=4). The treatment group received 12 weeks of vision therapy while the control group received nothing. Results: The visual symptom assessed by COVD-QOL score for the treatment group showed both statistically and clinically significant reduction from 27.50${\pm}$5.68 to 12.00${\pm}$7.24 (p<0.01). Also, there were statistically and clinically significant improvement in the clinical measures of monocular accommodative facility of right eye (from 0.67${\pm}$1.03 cpm to 15.42${\pm}$4.85 cpm; p<0.001) and binocular accommodative facility (from 0.33${\pm}$0.82 cpm to 13.92${\pm}$3.58 cpm; p<0.001). In contrast, there were no significant improvement in symptoms and in the clinical measures of monocular and binocular accommodative facility for the control group (p>0.05). Conclusion: Vision therapy is an effective mode of treatment in eliminating symptoms and improving accommodative facility in children with accommodative infacility.

• Journal of Korean Ophthalmic Optics Society
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• v.18 no.4
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• pp.481-487
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• 2013

Purpose: The purpose of this study was to investigate the correlation between non-strabismic binocular dysfunctions and academic achievement for primary school children. Methods: A total of 1,123 parents and their children aged 8-13 years responded to the College of Optometrists in Vision Development Quality of Life (COVD-QOL) questionnaire. Among the all participants, 123 children who have ${\geq}20$ of visual symptom scores, no amblyopia, no strabismus, no any ocular and systemic pathology, and no contact lenses wearing were chosen for this study finally. Binocular functions were evaluated for final subjects. Results: Of 123 primary school children who have criteria-eligible symptoms 93 had non-strabismic binocular dysfunctions. Accommodative dysfunction was significantly correlated to subjects of science and English, and vergence dysfunction was also significantly correlated to Korean, mathematics, social science, science and English in the final subjects. Conclusions: Correlations between academic achievement and accommodative/vergence dysfunctions were statistically significant. Therefore, accommodative/vergence dysfunctions may be factors to affect academic achievement.