Reading training for people with hemianopia (loss of one-half of the visual field)

Compensatory reading training for people with homonymous visual field defects

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN85915866

Enrollment

135

Registered

2022-09-15

Start date

2022-07-05

Completion date

Unknown

Last updated

2024-04-15

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Homonymous visual field defects after post-chiasmatic acquired brain injury Eye Diseases Visual field defects

Interventions

Participants will be assigned to one of three study groups: Vistra reading training, Rotated Reading training or a waiting list control group. Method of randomisation: adaptive randomisation or mini

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Homonymous visual field defect (at least a quadrantanopia, either right-sided or left-sided) due to acquired post-chiasmatic brain injury 2. At least 3 months between onset homonymous visual field defect (HVFD) and the first measurement 3. Near visual acuity =0.5 with patient’s own current correction 4. Mini-mental state examination (MMSE) score =24 5. Age =18 years 6. Presence of by participant formulated treatment goal regarding reading Updated 03/04/2024: An amendment was approved on 21/03/2023 where inclusion criterium 6 was dropped for participants who wanted to participate in the control group.

Exclusion criteria

Exclusion criteria: A subject who meets any of the following criteria will be excluded from participation in this study: 1. Additional visual field defect (at least cluster) in ipsilesional visual hemi-field 2. Pre-existing dyslexia/illiteracy/low literacy/other pre-morbid reading problems 3. No clear neurological cause of HVFD 4. Presence of comorbid neglect The following criteria are made on the premise that, when present, they will impair the ability to successfully follow the intervention: 5. Communication difficulties (e.g. severe hearing impairment, no fluent understanding of the Dutch language, severe aphasia as indicated by the Token test) 6. Negative advice of treatment team regarding reading intervention participation, due to e.g. severe psychiatric, cognitive or visual perception disorders, problems with health, motivation or illness awareness or misuse of drugs/alcohol/medication 7. Additional visual disturbances (e.g. diplopia, metamorphopsia, low contrast sensitivity)

Design outcomes

Primary

Measure	Time frame
Timepoints: A1: Pre-training assessments (0-3 weeks before starting training) A2: Post-training assessments (0-3 weeks after end of training) FU: Follow-up assessment (3 months after end of training) 1. Out loud reading speed is measured as words per minute ((number of words read-number of errors)/time [s]) x 60) on a paragraph of the International Reading Speed Test (IReST) at A1, A2 and FU 2. Reading errors are measured as the amount of verbal errors during reading on the IReST at A1, A2 and FU 3. Silently read reading speed is measured on a digitally presented IReST paragraph at A1, A2 and FU 4. Subjective reading behavior and activities are measured with the newly-developed questionnaire Hemianopia Reading Questionnaire (HRQ) at A1, A2 and FU. Currently, a validation study in a large community sample is performed on the HRQ 5. Subjective reading difficulties are measured with the newly-developed questionnaire Hemianopia Reading Questionnaire at A1, A2 and FU. Currently, a validation study in a large community sample is performed on the HRQ	—

Measure

Time frame

Timepoints: A1: Pre-training assessments (0-3 weeks before starting training) A2: Post-training assessments (0-3 weeks after end of training) FU: Follow-up assessment (3 months after end of training) 1. Out loud reading speed is measured as words per minute ((number of words read-number of errors)/time [s]) x 60) on a paragraph of the International Reading Speed Test (IReST) at A1, A2 and FU 2. Reading errors are measured as the amount of verbal errors during reading on the IReST at A1, A2 and FU 3. Silently read reading speed is measured on a digitally presented IReST paragraph at A1, A2 and FU 4. Subjective reading behavior and activities are measured with the newly-developed questionnaire Hemianopia Reading Questionnaire (HRQ) at A1, A2 and FU. Currently, a validation study in a large community sample is performed on the HRQ 5. Subjective reading difficulties are measured with the newly-developed questionnaire Hemianopia Reading Questionnaire at A1, A2 and FU. Currently, a validation study in a large community sample is performed on the HRQ

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Secondary

Measure	Time frame
1. Vision-related quality of life is measured using the vision-related quality of life questionnaire (NEI-VFQ-25) at A1, A2 and FU 2.1. Fatigue is measured using the Fatigue Severity Scale at A1 2.2. Training motivation is measured using self-developed questions on training motivation and confidence in training at A1 2.3. Reading history is measured using self-developed questions as part of the HRQ at A1. A publication on the validity and index scores of this questionnaire is planned. 2.4. Level of education will be asked for at A1 2.5. Sustained attention is measured using the Bourdon-Wiersma task at A1 2.6. Long-term memory is measured using the subtask 'Story' (immediate and delayed recall) of the Rivermead Behavioral Memory Task at A1 2.7. Executive functioning is measured using the Fluency task (letter and word fluency) at A1	—

Measure

Time frame

1. Vision-related quality of life is measured using the vision-related quality of life questionnaire (NEI-VFQ-25) at A1, A2 and FU 2.1. Fatigue is measured using the Fatigue Severity Scale at A1 2.2. Training motivation is measured using self-developed questions on training motivation and confidence in training at A1 2.3. Reading history is measured using self-developed questions as part of the HRQ at A1. A publication on the validity and index scores of this questionnaire is planned. 2.4. Level of education will be asked for at A1 2.5. Sustained attention is measured using the Bourdon-Wiersma task at A1 2.6. Long-term memory is measured using the subtask 'Story' (immediate and delayed recall) of the Rivermead Behavioral Memory Task at A1 2.7. Executive functioning is measured using the Fluency task (letter and word fluency) at A1

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Countries

Netherlands

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026