Learning-related Vision Problems: How Visual Processing Affects Reading Efficiency

Authors

  • Harold A. Solan

Abstract

Research during the past decade lends support to the notion that visual as well as phonological deficits are significantly correlated with reading and learning disorders. However, from the variety of visual anomalies discussed, it soon becomes evident that vision, itself, is not a unitary disorder. In this review, the multifaceted nature of potential visual disabilities in school children is stressed. Of particular· interest is the general amenability of the diverse cluster of disorders to vision therapy.

This assessment examines familiar vision impairments such as refractive errors as well as other less familiar visual anomalies that are observed frequently in individuals with moderate and severe reading disabilities. Research studies are presented to support the validity of the hypothesis that visual functional readiness is an important concomitant of reading and learning at all educationallevels. The contributions of vision as an enhancer of cognitive development are emphasized.

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Issue

Vol. 13 No. 1 (2004)

Section

Articles

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