Visual Input and Orthographic Knowledge in Word Reading of Children with Low Vision

Gompel, Marjolein; Janssen, Nikki; Bon, W.H.J. van; Schreuder, Robert

doi:10.1177/0145482x0309700503

Cited by 14 publications

(16 citation statements)

References 21 publications

(30 reference statements)

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“…For instance, West et al (2002) noted reading disabilities (i.e., reading fewer than 90 words per min) in 50% of their study population with visual acuity worse than 20/30 and in 90% of individuals with acuity worse than 20/40. Note, however, that a restricted visual acuity also negatively affects naming latencies in nonreading tasks, such as naming objects (Gompel, Janssen, van Bon, & Schreuder, 2003;Wurm, Legge, Isenberg, & Luebker, 1993). Although suitably magnified print should solve problems with seeing fine details, it also leads to fewer letters or words that can be fixated in one glance.…”

Section: Low Vision Affects the Reading Process Quantitatively But Nomentioning

confidence: 99%

Low Vision Affects the Reading Process Quantitatively But Not Qualitatively

et al. 2006

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In this article, the authors compare the reading behavior of students with low vision to that of two groups of students with normal vision (reading-match and age-match students). In Experiment 1, students identified the first letter in words and nonwords and the researchers measured latency and accuracy. No group differences were found for latency, but the reading-match group differed from the other two groups on accuracy. All three groups identified the first letter of words faster than they did for nonwords. In Experiment 2, students named words with typical and atypical letter—sound relationships; the researchers measure latency and accuracy. Both the low-vision and the reading-match groups were slower than the age-match group; only the reading-match group made more errors on typical stimuli than on atypical stimuli. The absence of significant interactions between group and any experimental-word variable justified the conclusion that low vision affects the reading process quantitatively but not qualitatively.

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Section: Low Vision Affects the Reading Process Quantitatively But Nomentioning

confidence: 99%

Low Vision Affects the Reading Process Quantitatively But Not Qualitatively

et al. 2006

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“…It is believed that the poor spelling abilities evident during the primary grades are the result of limited orthographic input secondary to limited wide reading of connected text (in any media). 25 This belief is supported by the fact that the spelling difficulties noted in the early grades appear to resolve themselves as children with VI progress through elementary school and become better readers with increased reading experience and orthographic knowledge. 24,26,27 Children who have VI and additional disabilities influencing cognition and language have persistent spelling and reading problems much like those experienced by sighted children who have cognitive and linguistic disabilities.…”

Section: Literacy Development In Children With Visual Impairmentsmentioning

confidence: 99%

“…22 Visual conditions that involve central visual field defects appear to have the greatest impact on early decoding skills, 23,24 with central field defects and peripheral field defects presenting equal challenges to children with VI when decoding single words. 25 There are differences in the spelling abilities of young children with VI in comparison with reading-matched sighted peers. It is believed that the poor spelling abilities evident during the primary grades are the result of limited orthographic input secondary to limited wide reading of connected text (in any media).…”

Section: Literacy Development In Children With Visual Impairmentsmentioning

confidence: 99%

Literacy and Visual Impairment

Erickson¹,

Hatton²

2007

Semin Speech Lang

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Research supporting specific instructional approaches for young children with visual impairments and blindness is limited. There is, however, a growing body of evidence to support the belief that the critical components of emergent and early conventional literacy for children with visual impairments do not differ markedly from those of their sighted peers. Specifically, infants and toddlers with visual impairments and blindness require interactions that support their oral language development, awareness of print or braille, and opportunities to explore writing. Although these very young children are often delayed in developing emergent literacy understandings, the path of their development is consistent with emergent literacy development of sighted children. The research regarding older children with visual impairments and blindness suggests that they too benefit from instruction that emphasizes the critical elements of early literacy instruction for all children. Research also suggests that specific strategies, such as repeated readings, direct instruction in phonics, and big word decoding that emphasizes morphemes, can benefit school-aged children with visual impairments and blindness. Further research is needed if we are to understand fully the most effective approaches to emergent and early literacy instruction for children with visual impairments and blindness, but there is a solid base from which we can begin.

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“…Está ampliamente documentado que los estudiantes con baja visión presentan peores resultados en el reconocimiento de palabras que los alumnos sin dificultades de visión de su misma edad (Corley & Pring, 1993a, 1993bFellenius 1999;van Bon et al, 2000;Gompel et al, 2002;Gompel et al, 2003). La velocidad de un lector con visión normal puede oscilar entre 150 y 400 palabras por minuto, mientras en las personas con discapacidad visual un promedio de unas 90 puede considerarse útil.…”

Section: Antecedentesunclassified

La Lectura en Vista De Los Alumnos Con Diversidad Funcional Visual. Características E Intervención Educativa

Plaza¹,

Adrián²,

Castro³

2016

Revista INFAD de Psicología

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Se presentan las conclusiones de la investigación, en la que se ha venido trabajando en los últimos años, con el objetivo de conocer mejor las características diferenciales de la lectura en vista en alumnos con baja visión, y la intervención educativa para optimizar el acceso a la información.Se inició la investigación con la aplicación de un programa para incrementar la eficiencia lectora en un caso de hemianopsia heterónima bitemporal. A continuación se realizó un estudio exploratorio de la práctica lectora de los estudiantes con baja visión que utilizaban como código primario de lectoescritura la vista en la Educación Secundaria. La mayoría presentaba lectura monocular, distancia reducida y no precisaban ayudas ópticas. La eficiencia lectora presentaba: gran desviación típica, velocidad lenta, baja comprensión y dificultades en el reconocimiento de palabras.A pesar de las dificultades descritas y la evidente necesidad de mejorar la eficiencia lectora de muchos alumnos deficientes visuales existe poco material específico que permita a los profesionales abordar esta tarea con las suficientes garantías. En el Programa de Optimización de la Eficiencia Lectora de alumnos con baja visión (EFILECT), se ha propuesto una intervención basada en tres procedimientos: el método de “lecturas repetidas”, la lectura conjunta y las técnicas de lectura rápida. Los resultados obtenidos con su aplicación han mostrado una mejora considerable en todos los procesos lectores.Los profesores de los estudiantes con discapacidad visual son los responsables de asegurar que los estudiantes con baja visión obtienen las estrategias de lectura y escritura necesarias para el aprendizaje, la vida y el trabajo. Si no se apoya adecuadamente en el aprendizaje de las destrezas lectoras, o se asume que este proceso se producirá de forma natural, los estudiantes con baja visión correrán el riesgo de presentar un nivel de desarrollo lector marginal y tendrán una desventaja significativa en la escuela y en la vida.

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Visual Input and Orthographic Knowledge in Word Reading of Children with Low Vision

Cited by 14 publications

References 21 publications

Low Vision Affects the Reading Process Quantitatively But Not Qualitatively

Low Vision Affects the Reading Process Quantitatively But Not Qualitatively

Literacy and Visual Impairment

La Lectura en Vista De Los Alumnos Con Diversidad Funcional Visual. Características E Intervención Educativa

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