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Autor/inThurston, Allen
TitelThe Potential Impact of Undiagnosed Vision Impairment on Reading Development in the Early Years of School
QuelleIn: International Journal of Disability, Development and Education, 61 (2014) 2, S.152-164 (13 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1034-912X
DOI10.1080/1034912X.2014.905060
SchlagwörterVisual 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)
AbstractThis 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).
AnmerkungenRoutledge. 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
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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