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Reading: Do the Eyes Have It?

Correspondence: Requests for reprints should be addressed to: David B. Granet, M.D., Ratner Children’s Eye Center, University of California—San Diego, La Jolla, CA 92093–0946.

Introduction: Pediatric ophthalmologists often will see children in their office who are being evaluated for school-related difficulties. Parents may be misinformed or uninformed and thus are turning to a trusted source for direction.

Background: Since we typically use our eyes to read the printed word, it would, at first glance, seem obvious that problems with reading equate to eye problems. Therefore, many misconceptions regarding how to impact reading difficulties have ensued.

Methods: A review of the pertinent literature regarding learning, reading, and the visual system combined with clinical practice was performed. In addition, a review of educational literature and educational psychology literature regarding learning was done.

Results: A summary of the different aspects that compose reading and learning was created. This should help educate both the specialist and the layperson. There are uncommon ocular problems that can interfere with the physical act of reading, while most of the difficulties in understanding and comprehending are intellectual and educational issues.

Conclusion: Armed with knowledge, the pediatric ophthalmologist can assist families in insuring that their child’s efforts and time are spent in the areas that will most help. In this way, the pediatric ophthalmologist and parents can partner in helping each child achieve their potential.

Key words: reading, vision therapy, dyslexia