The potential impact of undiagnosed vision impairment on reading development in the early years of school

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    Abstract

    This paper presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can be due to health care access issues for children. Data reviewed indicated correlations between hyperopic vision impairment and poor reading development. However, the relationships reported remain complex, with myopic vision impairment being reported to correlate to high reading ability in some studies. In addition, correlation does not necessarily imply causation. Previous research in the field is reported. Deficiencies in the current literature base are discussed. Finally, recommendations for teaching practice and the nature of research that explores whether vision impairment is the cause of poor reading development for some children in school is suggested.
    Original languageEnglish
    Pages (from-to)152-164
    JournalInternational Journal of Disability, Development and Education
    Volume61
    Issue number2
    Early online date09 May 2014
    DOIs
    Publication statusPublished - 2014

    Keywords

    • vision impairment, reading development, reading attainment, elementary schools

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