Reading in children with low vision

Reading errors made by children with low vision.

Previous research has shown that, on average, children with low vision lag their sighted peers in general reading development (in terms of speed, accuracy and comprehension). This study sought to examine this apparent lag by comparing the reading profiles of 25 normally sighted readers (mean age 8 years 8 months) with 25 low vision readers. The children were tested using a reading test (the Nea...

Reading Additions in Children and Young Adults with Low Vision – Effects on Reading Performance

Determining magnification for reading with low vision.

BACKGROUND In the past, practitioners have used distance and/or near visual acuity (VA) to calculate required magnification for low vision aids. Magnification was usually under-estimated when compared with the final magnification prescribed. Recent studies have emphasised the importance of acuity reserve in determining the required magnification for optimum reading rate. Two different approache...

Optical reading aids for children and young people with low vision.

BACKGROUND Low vision in childhood is a significant barrier to learning and development, particularly for reading and education. Optical low vision aids may be used to maximise the child's functional vision. The World Health Organization (WHO) has previously highlighted the importance of the use of low vision aids in managing children with visual impairment across the world. OBJECTIVES To ass...

Psychophysics of reading. VIII. The Minnesota Low-Vision Reading Test.

This is the eighth in a series of papers dealing with the role of vision in reading. In previous papers, we have evaluated the effects of stimulus and subject variables on reading rate using a drifting-text procedure. In this paper, we describe a new test of reading rate that uses static text, called the Minnesota Low-Vision Reading Test (MNread). It is microcomputer-based, and more easily set ...