The use of the NARA for assessing the reading ability of children with low vision

Douglas, Graeme; Grimley, Michael; Hill, Eileen; Long, Rachel; Tobin, Michael

doi:10.1177/026461960202000204

Cited by 29 publications

(27 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Relatively little work has been carried out into the reading errors of children with low vision. However, Douglas et al. (2002) tested the reading of 476 children with low vision using an unmodified print version of the NARA.…”

Section: Introductionmentioning

confidence: 99%

Reading errors made by children with low vision*

Douglas

Grimley

McLinden

et al. 2004

Ophthalmic Physiologic Optic

Self Cite

View full text Add to dashboard Cite

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 Neale Analysis of Reading Ability, NARA) and were matched on the reading accuracy score produced by the test. Therefore in terms of the reading accuracy scores (and reading ages) derived from the NARA both groups were the same. The low vision readers were on average older than the normally sighted children (mean = 10 years, 5 months). When the reading profile (i.e. accuracy, comprehension and speed) was examined in the same analysis no significant effect was revealed [d.f. = 1, 48; F = 0.05; p > 0.1], but a general lag for these children is suggested (in keeping with previous research). However, a closer analysis of the reading error profile revealed the most common reading errors made by all readers in the analysis were either mispronunciations or substitutions. The low vision readers were more prone to making substitution errors than mispronunciations and the reverse was true for normally sighted readers [d.f. = 1, 48; F = 7.1; p < 0.05]. This indicates that the reading strategies adopted by low vision readers may differ from those of normally sighted readers of the same apparent reading ability.

show abstract

Section: Introductionmentioning

confidence: 99%

Reading errors made by children with low vision*

Douglas

Grimley

McLinden

et al. 2004

Ophthalmic Physiologic Optic

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, studies have shown that children with CVI display orienting responses with longer latencies 19 as well as longer search times. 20 Also, children with other visual impairments (VI o ) due to congenital ocular disorders and/or retinal abnormalities have longer search times 13,14 and lower reading speeds 21,22 compared with children with NV. Furthermore, in adults, visual acuity correlates with performance on visual processing speed tests 23,24 and visual acuity is a significant predictor of reaction times in adults with macular degeneration.…”

mentioning

confidence: 99%

Symbol Discrimination Speed in Children With Visual Impairments

Barsingerhorn

Boonstra

Goossens

2018

Invest. Ophthalmol. Vis. Sci.

View full text Add to dashboard Cite

Citation: Barsingerhorn AD, Boonstra FN, Goossens J. Symbol discrimination speed in children with visual impairments. Invest Ophthalmol Vis Sci. 2018;59:3963-3972. https://doi.org/ 10.1167/iovs.17-23167 PURPOSE. We measured visual acuity and visual discrimination speed simultaneously in children with visual impairments to determine whether they are slower than children with normal vision.METHODS. Five-to twelve-year-old children with visual impairments due to ocular dysfunction (VI o ; n ¼ 30) or cerebral visual impairment (CVI; n ¼ 17) performed a speed-acuity test in which they indicated the orientation of Landolt-C symbols as quickly and accurately as possible. The reaction times for symbols ranging between À0.3 and 1.2 logMAR relative to acuity threshold were compared with normative data. To test whether children were already slow in merely detecting symbols, we also compared their reaction times on a simple visual detection task (VDT) to normative data. An auditory detection task (ADT) was used to probe for other, more general deficits. RESULTS.Of the children with visual impairments, 88% had abnormally long reaction times in the speed-acuity test. This deficit was partly explained by their reduced acuity, but 40% still needed more time to discriminate acuity-matched optotypes. Children responded late in the VDT too, especially those with CVI, but this impairment could not fully account for their slow symbol discrimination. In children with CVI, reaction times in the ADT were affected as much as those in the VDT, suggesting more general sensorimotor problems in CVI.CONCLUSIONS. The speed-acuity test offers additional insight in visual impairment. Children with VI o and CVI are abnormally slow in discerning foveal details. Magnification of materials is often insufficient to compensate for this deficit, partly because stimulus detection is already hampered.

show abstract

“…As examples of this literature, Douglas et al (2002) and Hill et al (2005) observed delays in speed, accuracy and comprehension of print reading among British children with low vision. They made a distinction between developmental delays in reading and difficulties in access to text, arguing that long-term difficulty in accessing text leads to developmental delays.…”

Section: Access To Print and Delays To Reading Developmentmentioning

confidence: 95%

Access to print literacy for children and young people with visual impairment: findings from a review of literature

Douglas

McLinden

McCall

et al. 2011

European Journal of Special Needs Education

Self Cite

View full text Add to dashboard Cite

This article presents a selection of findings from a literature review of best practice models and outcomes in the education of visually impaired children. The review suggested that a key focus of research in this area has been upon the concept of 'access', particularly with regards to barriers children with visual impairment face in accessing visual information. Given the broad scope of the literature review, we focus upon access to print literacy as an illustrative example. The potential impact of reduced access to the curriculum and the effectiveness of teaching approaches adopted to reduce these barriers are presented. The relative merits of two approaches to improve access are contrasted: providing children with accessible material in their preferred medium (e.g., large print), and teaching children 'access skills' (including the use of technology). There is evidence to show that both approaches are important, but teaching children access skills has important longerterm benefits for visually impaired children and young people. In spite of this evidence, it appears that this approach to teaching may often be neglected. Links are made with other areas of the curriculum to illustrate that this dual view of access is a helpful way of conceptualising the broader educational needs of visually impaired pupils.

show abstract

The use of the NARA for assessing the reading ability of children with low vision

Cited by 29 publications

References 4 publications

Reading errors made by children with low vision*

Reading errors made by children with low vision*

Symbol Discrimination Speed in Children With Visual Impairments

Access to print literacy for children and young people with visual impairment: findings from a review of literature

Contact Info

Product

Resources

About