Groups of partially and fully sighted school children read a series of short passages under luminances ranging from 13 to 500 cd/m2 and contrasts of 50, 70 and 90%. Task conditions were found to have significant effects upon the performance of partially sighted children whereas no effect was observed within the fully sighted group. The response to task conditions was not related to visual status. It is argued that proper lighting is an important factor contributing to the use of residual vision.
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