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NACBO 2022 - Visual Aspects of Reading

Date: 9/07/2022 (AEST)

Venue: QT Hotel, 7 Staghorn Avenue, Gold Coast, QLD, 4217

Provider: ACBO

Contact: Sarah Edwards, [E] info@acbo.org.au, [P] 03 9614 3400

Learning Objectives

  • 1.1 1 1 Participants will be able explain myopia from a histo-structural perspective 2 Participants will be able to describe the progression of myopia, and what we know of atropine’s role in myopia-control
  • 1.2.1 1. Define reading and provide a framework in which we can further discuss the Optometrist’s role in treating vision problems that impact reading. 2. Describe cueing systems that are used in the act of reading
  • 1.3.1 1. Compare visual characteristics of early and experienced readers, and propose hypotheses for these differences. 2. Contrast visual characteristics of good and bad readers, and propose hypotheses for these differences and what can research tell us about these differences?
  • 1.4.1 Participants will be able to explain the potential value of eye tracing for assessing oculomotor function and reading eye movements. 2. Participants will be able to discuss the application and interpretation of the results of the ReadAlyzer instrument when used to objectively measure reading skills. (Paul Harris)
  • 2.1.1 1. Review theories of learning that relate to reading 2. Express how we learn to read?
  • 2.2.1 1. Review what we know about reading research?
  • 2.3.1 1. Restate the concepts of visual performance and reading are not just all about visual information processing disorders 2. Recall the incidence of visual dysfunction in Dyslexic readers
  • 2.4 1.Define the stages in a vision training program for vision problems that relate to the reading process 2.Compare methods that are used in accommodation and vergence vision therapy with those that involve perceptual learning
  • 1.1.2 3 Participants will be able to characterise the use of non-pharmacological treatment for myopia progression 4 Participants will be able to discuss how to recognize patients for whom undiagnosed binocular vision and/or oculo-motor problems may be the trigger for myopia development/progression.
  • 1.1.3 5 Participants will be able to complete case analysis of non-pharmacological treatment
  • 1.1.4 6 Participants will know how to prescribe spectacle lenses and other treatment options for patients with myopia
  • 1.2.2 3. Discuss the neuro-physiological aspects of reading that are important for us to consider in this discussion 4.Characterise the oculomotor system’s role in reading, and compare this to VISION’s role in reading
  • 1.2.3 4. Characterise the oculomotor system’s role in reading, and compare this to VISION’s role in reading 5. Restate the concepts of visual attention and visual sampling that are relevant for reading
  • 1.3.2 3. Describe relevant neurology that underlies visual attentional shifting 4. Characterise how the brain samples the world to create a gestalt veridical representation of the world?
  • 1.3.3 5. Discuss how and why visual sampling would be different in reading? 6. Review what is meant by Visual Sensitivity and what influences it.
  • 1.3.4 7 Discuss what factors are likely to alter sensitivity relevant to the act of reading? 8. Construct knowledge of the optometric exam to consider how we can influence this with lenses and vision therapy
  • 1.4.2 3. Participants will be able to recall the advantages of assessing binocular vision dysfunctions with the Right Eye system (Evan Brown) 4. Participants will be able to depict the uses of the Right Eye system in assessing persistent post-acquired brain injury vision symptoms (Evan Brown)
  • 1.4.3 5. Participants will be able to describe the details and importance in reading of fixation duration, saccades and regressions 6. Participants will be able to illustrate the operation and analysis of the results of the Clinical Eye Tracker instrument. (Steve Leslie)
  • 2.1.2 3. Define and explore differences in procedural vs declarative knowledge 4. Discuss how the act of reading is a process and thus it is procedural knowledge
  • 2.1.3 5. Describe what science knows about procedural learning and how can we relate this to vision therapy and reading? 6. Demonstrate examples of how we as a society perceive that reading is taught or acquired.
  • 2.2.2 2. Define concepts of causality regarding what is needed to establish a causal relationship?
  • 2.2.3 3. Outline areas of research that relate to reading disorders/difficulties, including vision aspects of: - Crowding and dyslexia - Lateral masking, crowding and dyslexia - Magno-Dorsal deficit and dyslexia - Attentional defecit theory and dyslexia - Visuo-temporal deficit and reading - Phonological processing and dyslexia
  • 2.3.2 3. Describe the importance of binocular coordination for reading, and why accommodation/vergence is important?) 4. Justify the effects of Oculomotor dysfunction on reading
  • 2.3.3 5. Characterise the aspects of visual performance testing which are relevant to reading? 6. Differentiate issues of a patient who has binocular dysfunction AND poor visual processing and which should be treated first.
  • 2.3.4 7. Outline elements of the functional and perceptual evaluations that are important to understand in relation to reading 8. Critique how we communicate with patients and parents in terms of: - What we say, versus what they hear - What do we need to say (or not say!)
  • 2.4.2 3.Discuss how to tune the patient’s attention to important aspects of a therapy procedure 4.Evaluate vision training activities for their role in facilitating procedural learning
  • 2.4.3 5.Evaluate vision training activities for their role in facilitating oculomotor skills
  • 2.4.4 6. Evaluate visual training activities for their role in facilitating binocular visual skills

Max CPD hours awarded: 11

Session Information

Name
Visual Aspects of Reading – Part 4
Clinical?
Yes
Interactive?
No
Therapeutic?
No
Duration of CPD Session/Module
1.5
Duration of CPD Session/Module inclusive of Assessment Component
1.5
Name
Visual Aspects of Reading – Part 1
Clinical?
Yes
Interactive?
No
Therapeutic?
No
Duration of CPD Session/Module
1
Duration of CPD Session/Module inclusive of Assessment Component
1
Name
Visual Aspects of Reading – Part 5
Clinical?
Yes
Interactive?
No
Therapeutic?
No
Duration of CPD Session/Module
1.5
Duration of CPD Session/Module inclusive of Assessment Component
1.5
Name
Visual Aspects of Reading – Part 2
Clinical?
Yes
Interactive?
No
Therapeutic?
No
Duration of CPD Session/Module
1.5
Duration of CPD Session/Module inclusive of Assessment Component
1.5
Name
Workshops for Optometrists
Clinical?
Yes
Interactive?
Yes
Therapeutic?
No
Duration of CPD Session/Module
1.5
Duration of CPD Session/Module inclusive of Assessment Component
1.5
Name
Presentations, Recordings & Analysis on Eye Movements
Clinical?
Yes
Interactive?
Yes
Therapeutic?
No
Duration of CPD Session/Module
1
Duration of CPD Session/Module inclusive of Assessment Component
1
Name
Visual Aspects of Reading – Part 3
Clinical?
Yes
Interactive?
No
Therapeutic?
No
Duration of CPD Session/Module
1.5
Duration of CPD Session/Module inclusive of Assessment Component
1.5
Name
Eyeball Control: The Other Potential Side Effects of Atropine for Myopia
Clinical?
Yes
Interactive?
Yes
Therapeutic?
No
Duration of CPD Session/Module
1.5
Duration of CPD Session/Module inclusive of Assessment Component
1.5

Acknowledgement of Country

In the spirit of reconciliation Optometry Australia acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respects to their Elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today.