學業成績欠佳可能跟視力有關

當您的子女學校成績不好時, 大部分家長都會先訓話一番, 責備子女不夠勤力。但有時不論他們花再多時間溫習, 成績還是沒有起色。在這個時候, 與其歸咎他們懶散和資質不夠, 不如先讓他們接受全面眼睛檢查吧-事實上有為數不少跟眼睛有關的情況都會影響學童的學習表現, 以下文章便介紹了其中的幾種: 屈光不正、雙眼協調毛病和閱讀障礙。

1 屈光不正

患上屈光不正的學童看遠視力不一定模糊。例如輕微至中等程度遠視的學童, 他們眼睛肌肉和晶體可以作出調節, 使看遠景物對焦而沒有察覺自身患有遠視。不過當閱讀時, 他們看近需要的調節力會較一般學童大, 有時會難以負擔長時間閱讀。受影響學童可能會出現頭痛、閱讀模糊、難以聚焦集中和抗拒做功課。研究顯示4-5歲患有遠視的幼童語文程度較低, 而較年長的學生亦會因為遠視增加他們閱讀時的負擔, 減低他們讀寫的效率。

2 雙眼協調毛病

就如上段提過看遠視力清楚並不代表看近視力同樣好, 雙眼分開使用時視力良好不代表一同使用時運作正常, 能應付短暫閱讀也不代表能應付長時間閱讀-這些都是眼睛雙眼協調中的會聚和調節問題, 只有眼睛的會聚和調節系統互相配合才能保持良好雙眼協調。下面的問卷列出了當雙眼協調出現問題時可能出現的徵狀, 包括頭痛、重影和難以集中。有研究指出有四分之一的學童有未被發現的雙眼協調毛病, 而超過70%有閱讀徵狀的小學生有雙眼協調毛病。下面的問卷對象是9-18歲的學生, 如果他們有達到16分或以上, 他們便可能患有會聚不足, 而會聚不足是其中一種最常見的雙眼協調問題。

資料經過修改, 來源自https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2779032/figure/F1/

3 閱讀障礙

閱讀障礙又名讀寫障礙, 是其中一種最常見的學習障礙, 佔所有學童的10%。患有閱讀障礙的學童智力正常, 亦未必出現行為問題, 不過他們大腦中的語言、視覺和聽覺認知區域無法好好協調, 在閱讀、書寫和串字上的表現變得出奇地差。他們時常會同時出現視覺訊息處理問題, 代表他們的眼睛和大腦無法整理他們看見的視覺資訊, 在學習和書寫上都會比正常學童困難。當患有閱讀障礙的學童閱讀時, 他們看見的文字可能都變得如下面展示般亂作一團:

患有閱讀障礙的學童除了閱讀文字出現困難外, 他們辨認和抄寫圖案都可能有較差表現

閱讀障礙大大影響學童的讀寫能力, 而這些表現跟學習散漫無關。有些讀寫障礙的學童同時患有雙眼協調毛病, 進一步影響他們的學習表現。要留意的是閱讀障礙和視覺訊息處理出現問題的學童不一定有視力模糊和屈光不正, 因此一般的度數檢查可能無法發現此問題。眼科視光師可以通過全面眼睛檢查, 檢查學童的雙眼協調和視覺訊息處理能力, 以便評估會否影響學童的學習能力。

子女學業成績不佳可以有很多原因, 當中可能包括溫習不足、教學方法甚至是家庭學校生活出現問題導致。但家長也不能忽視眼睛在學童學習進程中扮演著的角色, 如有疑問記得預約您的眼科視光師進行全面眼睛檢查。

註冊眼科視光師(第一部份) 鄧光佑


以上護眼資訊由瑞士寶視光中心提供

地址 : 香港新界荃灣海盛路11號 One Midtown 23樓全層

查詢/預約電話 : +852 2751 8491

網址: www.swisscoat.com.hk


參考資料:

Convergence Insufficiency Treatment Trial Investigator Group. (2008). A Randomized Clinical Trial of Treatments for Symptomatic Convergence Insufficiency in Children. Archives of Ophthalmology, 126(10), 1336–1349. http://doi.org/10.1001/archopht.126.10.1336
Convergence Insufficiency Treatment Trial (CITT) Investigator Group. (2009). Validity of the convergence insufficiency symptom survey: a confirmatory study. Optometry and vision science: official publication of the American Academy of Optometry, 86(4), 357.
Croucher, P. 2017 Lecture Notes (PDF-LN) Vision Development and learning 1, Vision development and learning 2. The University of Melbourne.
Nearchou C. 2ndYrOD_BV4.pdf. University of Melbourne second year OD lecture (from OPTO90023 Applied Clinical Training) (PDF-LN)
Handler, S. M., Fierson, W. M., & Section on, O. (2011). Learning disabilities, dyslexia, and vision. Pediatrics, 127(3), e818-856. doi:10.1542/peds.2010-3670
Kulp, M. T., Ciner, E., Maguire, M., Moore, B., Pentimonti, J., Pistilli, M., … & VIP-HIP Study Group. (2016). Uncorrected Hyperopia and Preschool Early Literacy: Results of the Vision in Preschoolers–Hyperopia in Preschoolers (VIP-HIP) Study. Ophthalmology, 123(4), 681-689.
Nearchou, C. (2009). Visual Efficiency Skills -Origins and Effects on Visual Perception: a Review of the Literature.
Shin, H. S., Park, S. C. and Park, C. M. (2009), Relationship between accommodative and vergence dysfunctions and academic achievement for primary school children. Ophthalmic and Physiological Optics, 29: 615–624. doi:10.1111/j.1475-1313.2009.00684.x

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