TY - JOUR
T1 - The Impact of Hyperopia on Academic Performance Among Children: A Systematic Review
AU - Mavi, Sonia
AU - Chan, Ving Fai
AU - Virgili, Gianni
AU - Biagini, Ilaria
AU - CONGDON, NATHAN
AU - Piyasena, Prabath
AU - Yong, Ai Chee
AU - Ciner, Elise
AU - Kulp, Marjean
AU - Candy, T. Rowan
AU - Collins, Megan
AU - Bastawrous, Andrew
AU - Morjaria, Priya
AU - Watts, Elanor
AU - Masiwa, Lynett Erita
AU - Kumora, Christopher
AU - Moore, Bruce
AU - Little, Julie-Anne
N1 - Publisher Copyright:
Copyright © 2022 Asia-Pacific Academy of Ophthalmology. Published by Wolters Kluwer Health, Inc. on behalf of the Asia-Pacific Academy of Ophthalmology.
PY - 2022/1/20
Y1 - 2022/1/20
N2 - PURPOSE: To assess the impact of uncorrected hyperopia and hyperopic spectacle correction on children's academic performance. DESIGN: Systematic review and meta-analysis. METHODS: We searched 9 electronic databases from inception to July 26, 2021, for studies assessing associations between hyperopia and academic performance. There were no restrictions on language, publication date, or geographic location. A quality checklist was applied. Random-effects models estimated pooled effect size as a standardized mean difference (SMD) in 4 outcome domains: cognitive skills, educational performance, reading skills, and reading speed. (PROSPERO registration: CRD-42021268972). RESULTS: Twenty-five studies (21 observational and 4 interventional) out of 3415 met the inclusion criteria. No full-scale randomized trials were identified. Meta-analyses of the 5 studies revealed a small but significant adverse effect on educational performance in uncorrected hyperopic compared to emmetropic children {SMD -0.18 [95% confidence interval (CI), -0.27 to -0.09]; P < 0.001, 4 studies} and a moderate negative effect on reading skills in uncorrected hyperopic compared to emmetropic children [SMD -0.46 (95% CI, -0.90 to -0.03); P = 0.036, 3 studies]. Reading skills were significantly worse in hyperopic than myopic children [SMD -0.29 (95% CI, -0.43 to -0.15); P < 0.001, 1 study]. Qualitative analysis on 10 (52.6%) of 19 studies excluded from meta-analysis found a significant (P < 0.05) association between uncorrected hyperopia and impaired academic performance. Two interventional studies found hyperopic spectacle correction significantly improved reading speed (P < 0.05). CONCLUSIONS: Evidence indicates that uncorrected hyperopia is associated with poor academic performance. Given the limitations of current methodologies, further research is needed to evaluate the impact on academic performance of providing hyperopic correction.
AB - PURPOSE: To assess the impact of uncorrected hyperopia and hyperopic spectacle correction on children's academic performance. DESIGN: Systematic review and meta-analysis. METHODS: We searched 9 electronic databases from inception to July 26, 2021, for studies assessing associations between hyperopia and academic performance. There were no restrictions on language, publication date, or geographic location. A quality checklist was applied. Random-effects models estimated pooled effect size as a standardized mean difference (SMD) in 4 outcome domains: cognitive skills, educational performance, reading skills, and reading speed. (PROSPERO registration: CRD-42021268972). RESULTS: Twenty-five studies (21 observational and 4 interventional) out of 3415 met the inclusion criteria. No full-scale randomized trials were identified. Meta-analyses of the 5 studies revealed a small but significant adverse effect on educational performance in uncorrected hyperopic compared to emmetropic children {SMD -0.18 [95% confidence interval (CI), -0.27 to -0.09]; P < 0.001, 4 studies} and a moderate negative effect on reading skills in uncorrected hyperopic compared to emmetropic children [SMD -0.46 (95% CI, -0.90 to -0.03); P = 0.036, 3 studies]. Reading skills were significantly worse in hyperopic than myopic children [SMD -0.29 (95% CI, -0.43 to -0.15); P < 0.001, 1 study]. Qualitative analysis on 10 (52.6%) of 19 studies excluded from meta-analysis found a significant (P < 0.05) association between uncorrected hyperopia and impaired academic performance. Two interventional studies found hyperopic spectacle correction significantly improved reading speed (P < 0.05). CONCLUSIONS: Evidence indicates that uncorrected hyperopia is associated with poor academic performance. Given the limitations of current methodologies, further research is needed to evaluate the impact on academic performance of providing hyperopic correction.
KW - Academic Performance
KW - Child
KW - Emmetropia
KW - Eyeglasses
KW - Humans
KW - Hyperopia/therapy
KW - Visual Acuity
UR - https://journals.lww.com/apjoo/Abstract/9000/The_Impact_of_Hyperopia_on_Academic_Performance.99641.aspx
UR - http://www.scopus.com/inward/record.url?scp=85124056874&partnerID=8YFLogxK
U2 - 10.1097/APO.0000000000000492
DO - 10.1097/APO.0000000000000492
M3 - Review article
C2 - 35066525
SN - 2162-0989
VL - 11
SP - 36
EP - 51
JO - Asia-Pacific Journal of Ophthalmology
JF - Asia-Pacific Journal of Ophthalmology
IS - 1
ER -