Writing difficulties and functional vision in elementary school children: dysorthography and vision
DOI:
https://doi.org/10.25758/set.602Keywords:
Functional vision, Functional vision anomalies, Visual function, Writing, DysortographyAbstract
Introduction – Vision is an important means of physical, behavioural, and cognitive development in children, having great relevance in the learning process. Aim of the study – To characterize the visual function anomalies that contribute to writing difficulties in 3rd and 4th year of schooling. Methods – Quantitative, descriptive, observational, cross-sectional, and correlational study. Sample of 232 students, aged between seven and twelve years. To assess the difficulties in writing, the Protocol for Measuring Difficulties in Reading and Writing was applied. For visual analysis, the clinical protocol of orthoptics was applied. Results – It was found that students with changes in visual acuity at near (3.45%), at the near point of convergence (17.3%), and at the near point of accommodation (32.4%), made more errors in copying, by changing letters. Students with altered vergences, namely in convergence towards near (69.6%), and in convergence towards far (76.4%), made, respectively, more errors in dictation and copy also due to changing letters. Conclusions – The most common anomalies in school-age children are: refractive errors, amblyopia, convergence insufficiency, and oculomotor imbalance (strabismus). Although students with changes in visual acuity for near, near point of convergence, near point of accommodation, and convergence for near and far gave more errors, the correlations were not statistically significant.
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