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The Potential Impact of Undiagnosed Vision Impairment on Reading Development in the Early Years of School
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- Author(s): Thurston, Allen
- Language:
English- Source:
International Journal of Disability, Development and Education. 2014 61(2):152-164.- Publication Date:
2014- Document Type:
Journal Articles
Reports - Research
Information Analyses - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 13
- Education Level: Preschool Education
Early Childhood Education
Elementary Secondary Education
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7 - Subject Terms: Visual Impairments; Clinical Diagnosis; Reading Skills; Young Children; Access to Health Care; Correlation; Reading Difficulties; Reading Ability; Teaching Methods; Literature Reviews; Preschool Children; Elementary School Students; Reading Processes; Screening Tests; Foreign Countries; Experimental Groups; Control Groups; Comparative Analysis; Optometry; Ophthalmology; Reading Achievement; Effect Size
- Subject Terms:
- Accession Number: 10.1080/1034912X.2014.905060
- ISSN: 1034-912X
- Abstract: This article 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 healthcare 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 with 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 are suggested.
- Abstract: As Provided
- Number of References: 38
- Publication Date: 2014
- Accession Number: EJ1032318
- Availability:
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