{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,11]],"date-time":"2026-09-11T22:27:18Z","timestamp":1789165638618,"version":"build-2803163510"},"reference-count":52,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2014,11,25]],"date-time":"2014-11-25T00:00:00Z","timestamp":1416873600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Ophthalmic Physiologic Optic"],"published-print":{"date-parts":[[2015,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>Astigmatism is an important refractive condition in children. However, the functional impact of uncorrected astigmatism in this population is not well established, particularly with regard to academic performance. This study investigated the impact of simulated bilateral astigmatism on academic\u2010related tasks before and after sustained near work in children.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Twenty visually normal children (mean age: 10.8\u00a0\u00b1\u00a00.7\u00a0years; six males and 14 females) completed a range of standardised academic\u2010related tests with and without 1.50 D of simulated bilateral astigmatism (with both academic\u2010related tests and the visual condition administered in a randomised order). The simulated astigmatism was induced using a positive cylindrical lens while maintaining a plano spherical equivalent. Performance was assessed before and after 20\u00a0min of sustained near work, during two separate testing sessions. Academic\u2010related measures included a standardised reading test (the Neale Analysis of Reading Ability), visual information processing tests (Coding and Symbol Search subtests from the Wechsler Intelligence Scale for Children) and a reading\u2010related eye movement test (the Developmental Eye Movement test). Each participant was systematically assigned either with\u2010the\u2010rule (WTR, axis 180\u00b0) or against\u2010the\u2010rule (ATR, axis 90\u00b0) simulated astigmatism to evaluate the influence of axis orientation on any decrements in performance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Reading, visual information processing and reading\u2010related eye movement performance were all significantly impaired by both simulated bilateral astigmatism (\n                      <jats:italic>p<\/jats:italic>\n                      \u00a0&lt;\u00a00.001) and sustained near work (\n                      <jats:italic>p\u00a0<\/jats:italic>\n                      &lt;\u00a00.001), however, there was no significant interaction between these factors (\n                      <jats:italic>p\u00a0<\/jats:italic>\n                      &gt;\u00a00.05). Simulated astigmatism led to a reduction of between 5% and 12% in performance across the academic\u2010related outcome measures, but there was no significant effect of the axis (WTR or ATR) of astigmatism (\n                      <jats:italic>p\u00a0<\/jats:italic>\n                      &gt;\u00a00.05).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Simulated bilateral astigmatism impaired children's performance on a range of academic\u2013related outcome measures irrespective of the orientation of the astigmatism. These findings have implications for the clinical management of non\u2010amblyogenic levels of astigmatism in relation to academic performance in children. Correction of low to moderate levels of astigmatism may improve the functional performance of children in the classroom.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/opo.12165","type":"journal-article","created":{"date-parts":[[2014,11,25]],"date-time":"2014-11-25T22:11:16Z","timestamp":1416953476000},"page":"8-18","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":28,"title":["Simulated astigmatism impairs academic\u2010related performance in children"],"prefix":"10.1007","volume":"35","author":[{"given":"Sumithira","family":"Narayanasamy","sequence":"first","affiliation":[{"name":"School of Optometry and Vision Science Institute of Health and Biomedical Innovation Queensland University of Technology Brisbane Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stephen J.","family":"Vincent","sequence":"additional","affiliation":[{"name":"School of Optometry and Vision Science Institute of Health and Biomedical Innovation Queensland University of Technology Brisbane Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Geoff P.","family":"Sampson","sequence":"additional","affiliation":[{"name":"School of Medicine (Optometry) Faculty of Health Deakin University Geelong Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Joanne M.","family":"Wood","sequence":"additional","affiliation":[{"name":"School of Optometry and Vision Science Institute of Health and Biomedical Innovation Queensland University of Technology Brisbane Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2014,11,25]]},"reference":[{"key":"e_1_2_6_2_1","doi-asserted-by":"publisher","DOI":"10.1097\/OPX.0b013e3181a6165f"},{"key":"e_1_2_6_3_1","volume-title":"Preferred Practice Pattern Guidelines. 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