This paper is a comprehensive review of the professional research literature on the effects of using vision training programs to enhance readiness skills of children entering school and for remediation of learning problems of children already in school. Focusing on the optometric developmental vision training programs, the author reviews background and assumptions, techniques and procedures, evidence relevant to program effectiveness, and issues, questions, and criticisms. It is concluded that confounding of sampling, program procedures, and research methodology make existing evidence too limited for a decision on the program effects. A definitive statement as to efficacy of developmental vision training awaits delineation of the nature of the interaction between child characteristics and program characteristics – that is, what aspects of the programs are effective for what children?
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