PURPOSE. The purpose of this prospective study was to quantify the effects of three models of low vision reading training on the reading performance of patients: do different amounts of training produce different performance results? METHOD. Data on age, visual acuity, contrast sensitivity, daily reading speeds and durations were kept for all subjects (Ss). Reading speeds and comprehension were measured using text material (fifth grade level). Experiment 1 used a within Ss design with 90 ARM patients. About half (N = 44) of the Ss received Extended Training (ET); 10 training sessions with an optical device and 15 with a closed circuit television. 46 Ss received half training (HT) plus practice time so that they read an equal time as Ss in the ET condition (i.e., 5 training plus 5 practice sessions with an optical device and 7 training plus 8 practice sessions with a CCTV). Experiment 2 used two control groups to compare optical device and CCTV brief training (BT) with the ET and HT. Optical device brief training consisted of 1 training and 4 practice sessions. 14 Ss participated in the optical device BT condition. 27 Ss participated in the CCTV BT condition that consisted of 2 training sessions and 5 practice sessions. Both the optical device and CCTV BT conditions were structured as delayed training conditions.
RESULTS. The HT training condition was more effective in increasing reading speed and durations for Ss reading with either an optical device or CCTV than was the ET training condition. Subject reading speed in the BT condition did not improve over baseline. The BT condition with CCTV indicated that only some Ss benefit as much from BT as HT. Remedial training provided at the end of the optical device BT did not improve reading speeds for most Ss.
CONCLUSIONS. For the ARM patients and 3 training models there were dosage effects. The effects include too much training, which reduces reading speeds and duration, and too little training that also reduces reading speeds. In short, like Goldilocks’ experiment with porridge it appears there can be too much or too little training in low vision reading rehabilitation. We will discuss the implications and limitations of our research.