The purpose of this paper is to provide a theoretical structure to analyze reading efficiency problems in achieving high school students who are also experiencing a visual functional disorder. Three case histories illustrate the efficacy of a treatment program which included both visual training and the improvement of reading efSiciency. The three students shaved signifcant improvement in visual functioning and reading efficiency as measured by eye-movement recordings after a relatively brief period of training. The Iaoa Silent Reading Tests, Level 111, were administered before and after treatment, and gains were noted in two of the three students.
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