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Meta-analysis demonstrates the effect of vision anomalies on reading skill, suggesting targeted interventions may benefit learners.
We report a meta‐analysis of studies of the relation of vision anomalies to reading skill. Meta‐analysis is a quantitative technique for combining the results of multiple studies that reduces the subjectivity of literature reviews. The results of the analysis of 34 studies of vision anomalies and reading skill that met the criteria for inclusion in the meta‐analysis showed that hyperopia, exophoria at near, vertical phoria, anisometropia, and aniseikoniasre associated with below average reading performance. Myopia and esophoria and esophorla at far are associated with average and above average reading performance. Reduced visual acuity, astigmatism, esophoria at near, fuelonal convergence and divergence, strabismus, nearpoint of convergence, and stereopsis were not found to be associated with reading performance.
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Simons et al. (1988) studied this question.
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