This comparison of the reading comprehension, decoding, and spelling skills of 404 children with low vision and a norm sample of same-age fully sighted children found that the children with low vision with no additional disabilities performed less well than the sighted children only on decoding, whereas those with additional disabilities performed less well on all the tests.
Get full access to this article
View all access options for this article.
References
1.
ArterC., & MasonH. (1994). Spelling for the visually impaired child. British Journal of Visual Impairment, 12, 18–21.
2.
CorleyG., & PringL. (1993a). The oral reading errors of partially sighted children. British Journal of Visual Impairment, 11, 24–27.
3.
CorleyG., & PringL. (1993b). Reading strategies in partially sighted children. International Journal of Rehabilitation Research, 16, 209–220.
4.
CorleyG., & PringL. (1993c). The spelling competence of partially sighted children. British Journal of Visual Impairment, 11, 105–108.
5.
DaughertyK. M., & MoranM. F. (1982). Neuropsychological, learning, and developmental characteristics of the low vision child. Visual Impairment & Blindness, 76, 398–406.
6.
FelleniusK. (1996). Reading competence of visually impaired pupils in Sweden. Journal of Visual Impairment & Blindness, 90, 237–246.
7.
FelleniusK. (1999). Reading environment at home and at school of Swedish students with visual impairments. Journal of Visual Impairment & Blindness, 93, 211–224.
8.
FulcherT., O'KeefeM., BowellR., LaniganB., BurkeT., CarrA., O'RourkeM., & BolgerM. (1995). Intellectual and educational attainment in albinism. Journal of Pediatric Ophthalmology and Strabismus, 32, 368–372.
KrischerC. C., Stein-ArsicML, MeissenR., & ZihlJ. (1985). Visual performance and reading capacity of partially sighted persons in a rehabilitation center. American Journal of Optometry & Physiological Optics, 62, 52–58.
11.
LeggeG. E., RubinG. S., PelliD. G., & SchleskeM. M. (1985). Psychophysics of reading-II. Low vision. Vision Research, 25, 253–266.
12.
MannV. A. (1991). Language problems: A key to early reading problems. In WongB. Y. L. (Ed.), Learning about learning disabilities (pp. 129–162). San Diego, CA: Academic Press.
13.
MannV. A., CowinE., & SchoenheimerJ. (1989). Phonological processing, language comprehension, and reading ability. Journal of Learning Disabilities, 22, 76–89.
14.
ShankweilerD., LundquistE., KatzL., StuebingK. K., FletcherM., BradyS., FowlerA., DreyerL. G., MarchioneK. E., ShaywitzS.E., & ShaywitzB. A. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69–94.
15.
StanovichK. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590–603.
16.
StaphorsiusG., & KromR. (1995). Toetsen Begrijpend Lezen[Tests for Reading Comprehension]. Arnhem, the Netherlands: Cito.
17.
StothardS. E., & HulmeC. (1996). A comparison of reading comprehension and decoding difficulties in children. In CornoldiC., & OakhillJ. (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 93–112). Mahwah, NJ: Lawrence Erlbaum.
18.
TobinM. (1985). The reading skills of the partially sighted: Their implications for integrated education. International Journal of Rehabilitation Research, 8, 467–472.
19.
van BonW. H. J., AdriaansenL., GompelM., & KouwenbergI. (2000). The reading and spelling performance of visually impaired Dutch elementary schoolchildren. Visual Impairment Research, 2(1), 17–31.
20.
van BonW. H. J., & DuighuisenH. C. M. (1995). Sometimes spelling is easier than phonemic segmentation. Scandinavian Journal of Psychology, 36, 82–94.
21.
van den BoschL., GillijnsP., KromR., & MoelandsF. (1991). Schaal Vorderingen Spellingvaardigheid 7 [Scale Progress Spelling Competence 1]. Arnhem, the Netherlands: Cito.
22.
van den BoschL., GillijnsP., KromR., & MoelandsF. (1993). Schaal Vorderingen Spellingvaardigheid 2 [Scale Progress Spelling Competence 2]. Arnhem, the Netherlands: Cito.
23.
VerhoevenL. (1995). Drie Minuten Toets[Three-Minute Test]. Arnhem, the Netherlands: Cito.
24.
VerhoevenL. (1997). Lezen met Begrip[Reading with Comprehension]. Arnhem, the Netherlands: Cito.
25.
WagnerR. K., & TorgesenJ. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.
