The Potential Impact of Undiagnosed Vision Impairment on Reading Development in the Early Years of School

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

Y

13

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

Arkansas; Austria; Canada; Israel; Maryland; Massachusetts; Michigan; New York; Ohio; United Kingdom; United Kingdom (Scotland); United Kingdom (Wales)

10.1080/1034912X.2014.905060

1034-912X

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.

As Provided

38

2014

EJ1032318