Structured Visual Learning and Stimulation in School: An Intervention Study

Abstract

Background: The 4-year project Securing education for children in Tanzania aims at improving education through assessment and educational training in visual functions such as visual acuity, accommodation, fixation and ocular-motor function in school age children by trained teachers. This article describes and analyzes a 3-week vision intervention and its outcome on the pupils with regards to selected visual functions and reading speed. Objective: To investigate whether structured visual stimulation improves visual functions and reading speed in 5th grade pupils at an elementary school in urban Tanzania. Methods: A quasi-experimental/intervention study with pre-and post-test following visual stimulation intervention involving a vision group (n = 21) and a control group (n = 14). Results: The pupils who received structured vision stimulation for 3 weeks, 1 hour per day improved visual functions and their reading speed. Conclusion: Structured visual training done by highly qualified teachers has an impact on visual functions and reading speed. More research has to identify the benefits, challenges and consequences for education and service delivery.