Reading difficulties are amongst the most commonly reported problems in individuals with homonymous visual field defects (HVFDs). To be able to provide guidance for healthcare professionals considering offering reading training, researchers in this field and interested individuals with HVFDs, this systematic review aims to (1) provide an overview of the contextual and intervention characteristics of all published HVFD interventions and (2) generate insights into the different reading outcome measures that these studies adopted. A search on PsycINFO, MEDLINE and Web of Science was conducted up to February 2, 2023. All intervention studies for HVFD in which reading was measured were included. Data was collected about the intervention type, session duration, number of sessions, the intensity, duration, circumstance of the interventions, country in which the intervention was studied and reading measures. Sixty records are included, describing 70 interventions in total of which 21 are specifically reading interventions. Overall, adjusted saccadic behaviour interventions occur most in the literature. A wide range within all intervention characteristics was observed. Forty-nine records reported task-performance reading measures, and 33 records reported self-reported reading measures. The majority of task-performance measures are based on self-developed paragraph reading tasks with a time-based outcome measure (e.g. words per minute). Future research could benefit from making use of validated reading tests, approaching the measurement of reading mixed-methods and providing participants the possibility to supply outcomes relevant to them.

The ability to read is important for daily life functioning. Individuals with homonymous visual field defects (iwHs) after brain injury experience frequent reading difficulties. The current study presents a novel self-report questionnaire aimed at measuring the wide variety of reading difficulties iwHs can experience: the Hemianopia Reading Questionnaire (HRQ). The 24-item HRQ was developed with help from clinical experts and experts by experience and was inspired by existing reading questionnaires for adults. The three tested subscales of the HRQ assess the relationship to reading, reading skills and daily life functional reading. The factor structure, reliability, convergent validity and divergent validity were examined in a large community sample (i.e., individuals without homonymous visual field defects) with a comparable distribution of age, gender and level of education to those who have suffered a stroke (N = 998). Two competing hypothesized models were tested and a good fit was found for a three-bifactor model of the HRQ. The reliability of the three subscales was found to be good (ω range 0.93–0.99), as well as the convergent and divergent validity (9 out of 12 Spearman’s correlations, according to expectations). The results support further use of the HRQ in iwHs, especially in the context of reading rehabilitation. Suggestions for clinical and scientific use and future psychometric research on the HRQ are provided.

Homonymous Visual Field Defects (HVFDs) often cause reading difficulties. Self-reported reading difficulties and reading intervention goals remain however understudied. This study explores the prevalence of self-reported reading difficulties in 24 individuals with HVFDs, compared to their pre-HVFD experiences and to 160 matched controls. A comparison between left- and right-sided HVFDs is also included. Additionally, we examined which reading skills and reading objects individuals with HVFDs wished to improve. Using the novel Hemianopia Reading Questionnaire, we found that individuals with HVFDs reported poorer reading efficacy, poorer reading skills and poorer reading of different objects compared to pre-HVFD levels and control participants. However, love for and the importance of reading appear unaffected by the HVFD. Reading speed and orientation were the most affected skills after HVFD. Individuals with right-HVFDs reported lower reading speed compared to individuals with left-HVFDs. Reading books was the most desired goal for improvement, yet reading books was also the most abandoned object after HVFD. Overall, the current study indicates the importance of reading in individuals with HVFD and highlights that self-reported reading difficulties occur in a broad range of difficulties related to efficacy, skills and reading objects and should be incorporated in future effect measures of HVFD-intervention studies.

Individuals with Homonymous Visual Field Defects (HVFDs) after brain injury often experience difficulty in reading. This can be debilitating, as reading is an important aspect of daily life. The current study aims to explore the potential outcomes of two reading trainings for individuals with HVFDs. One training, the Vistra reading training, aims at compensating for the HVFD by practicing adjusted reading eye movements. The second training is the Rotated Reading training, which aims to utilize the intact visual field by practicing to read rotated text in a personalized angle. Next to assessing the potential outcomes of the Vistra and Rotated Reading trainings on a group and individual level, this study aims to investigate patient experiences with the trainings. Using a Partially Randomized Patient Preferred Controlled Trial, participants were assigned to one of three groups: Vistra, Rotated Reading or a waiting list control group. There were 5 participants included in both the Vistra and Rotated Reading groups, and 10 in the control group. Assessments were conducted before(T1), after(T2) and 3 months after(T3) training or the waiting period, including reading speed, self-reported reading efficacy, attitude, skills, and objects, and quality of life. Results showed significant group-level improvements following Vistra training on reading speed, self-reported reading skills and reading objects. Furthermore, within some Vistra participants, significant individual changes were observed on reading speed, self-reported reading efficacy, reading objects and quality of life. No significant group effects were found for Rotated Reading training, but some individuals demonstrated significant individual changes on self-reported reading efficacy and reading skills. Qualitative analysis identified five key themes of reading training outcome: reading objects, reading skills, reading enjoyment, reading certainty and non-reading related outcomes. Participants reported adopting specific reading strategies and emphasized perceived improvement as a key motivator for continued use. Feedback highlighted the wish for personalized training approaches.