Table 4.

Outcome measures.

Study	Outcome Measures	Test Used
Corn et al.38	Change in reading and comprehension ability before and after using optical devices. (153 students [82.7 %] had assistance of specialist teachers of vision impairment).	Silent and oral reading speeds and comprehension levels measured using the Burns & Roe Informal Reading Inventory (1993)
Douglas et al.39	Reading speed, comprehension and reading errors.	Neale Analysis of Reading Ability (NARA)
Bosman et al.40	Speed of first letter phonology naming. Time and accuracy naming single words.	The Netherlands standardised reading-decoding one-minute test (Brus & Voeten 1973)
Gompel et al.41	Identification of constituent letters of a word and the processing of letter order information in words. Naming latency and accuracy recorded.	Standardised three minute word decoding test (DMT, Verhoeven,1995)
Lueck et al.42	Reading speed and working distance for students with low vision.	MNREAD Acuity Charts
Lovie-Kitchin et al.43	Reading rate (wpm) for each print size. Maximum oral reading rate. Near visual acuity: smallest print size read in LogMAR. Critical print size. Reading reserve.	Minnesota Low Vision Reading Test on printed cards.
Huurneman et al.44	Reading performance: acuity/ critical print size/ maximum reading speed (wpm)/ reading reserve/ crowding intensity. Administered crowding and uncrowded training to determine effect of training on reading performance.	Sentences of a Dutch Reading chart (LEOntienje) presented on a computer screen.

Table 4. Summary of primary outcome measures from each included study and reading tests used: Critical Print Size: Smallest font that can be read at maximum reading speed. Reading Reserve: ratio of critical print size to smallest font size read. Crowding Intensity: ratio of crowded acuity to uncrowded acuity. Reading rate in words per minute (wpm).