This study investigated whether the difficulties with reading of children with low vision are a matter of reduced visual input or also a consequence of a lack of orthographic knowledge because of less reading experience. The results indicated that reduced visual input is the only cause of these children's lower reading performance.
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.
BaayenR. H., PiepenbrockR., & GulikersL. (1995). The CELEX lexical database.Philadelphia: Linguistic Data Consortium, University of Pennsylvania.
3.
ChungS. T. L., MansfieldJ. S., & LeggeG. E. (1998). Psychophysics of reading XVIII: The effect of print size on reading speed in normal peripheral vision. Vision Research, 38, 2949–2962.
4.
CorleyG., & PringL. (1993a). The oral reading errors of partially sighted children. British Journal of Visual Impairment, 11, 24–27.
5.
CorleyG., & PringL. (1993b). Reading strategies in partially sighted children. International Journal of Rehabilitation Research, 16, 209–220.
6.
CorleyG., & PringL. (1993c). The spelling competence of partially sighted children. British Journal of Visual Impairment, 11, 105–108.
7.
DaughertyK. M., & MoranM. F. (1982). Neuropsychological, learning, and developmental characteristics of the low vision child. Journal of Visual Impairment & Blindness, 76, 398–406.
8.
EllisA. W. (1993). Reading and writing and dyslexia: A cognitive analysis.Hove: Psychology Press.
9.
FelleniusK. (1996). Reading competence of visually impaired pupils in Sweden. Journal of Visual Impairment & Blindness, 90, 237–246.
10.
FelleniusK. (1999). Reading environment at home and at school of Swedish students with visual impairments. Journal of Visual Impairment & Blindness, 93, 211–224.
11.
GompelM., van BonW. H. J., SchreuderR., & AdriaansenJ. J. M. (2002). Reading and spelling competence of Dutch children with low vision. Journal of Visual Impairment & Blindness, 96, 435–447.
12.
HoverC., & HarperinkM. (1998). Procedure en criteria voor de toelaatbaarheidsbepaling tot het 2/3-Onderwijs [Procedures and criteria for the admissibility to 2/3 education]. The Hague, the Netherlands: Sdu.
13.
KoenenM., BosmanA. M. T., & GompelM. (2000). Kijk eens hoe ik lees: Een onderzoek naar het leesgedrag van slechtziende en nor-maalziende kinderen [Watch me reading: A study into the reading behavior of children with low vision and sighted children]. Tijdschrift voor Orthopedagogiek, 39, 95–106.
14.
ManisF. R., DoiL. M., & BhadhaB. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33, 325–333, 374.
15.
MansfieldJ. S., LeggeG. E., & BaneM. C. (1996). Psychophysics of reading XV: Font effect in normal and low vision. Investigative Ophthalmology & Visual Science, 37, 1492–1501.
16.
RaynerK., & PollatsekA. (1989). The psychology of reading.Englewood Cliffs, NJ: Prentice Hall.
17.
RubinG. S., & LeggeG. E. (1989). Psychophysics of reading VI: The role of contrast in low vision. Vision Research, 29(1), 79–91.
18.
SnodgrassJ. G., & VanderwartM. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174–215.
19.
SnowlingM., Van WagtendonkB., & StaffordC. (1988). Object-naming deficits in developmental dyslexia. Journal of Research in Reading, 11, 67–85.
20.
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, 590–604.
21.
SwanD., & GoswamiU. (1997). Picture naming deficits in developmental dyslexia: The phonological representations hypothesis. Brain and Language, 56, 334–353.
22.
TobinM. (1985). The reading skills of the partially sighted: Their implications for integrated education. International Journal of Rehabilitation Research, 8, 467–472.
23.
van BonW. H. J., AdriaansenJ. J. M., GompelM., & KouwenbergI. (2000). The reading and spelling performance of visually impaired Dutch elementary schoolchildren. Visual Impairment Research, 2, 17–31.
24.
van den BergR., & te LinteloH. (1975). Analyse van Individualiseringsvormen[Analysis of individualization norms]. Den Bosch, the Netherlands: KPC Groep.
25.
van der HeijdenA. H. C., SchreuderR., & La HeijW. (1989). Lezen [Reading]. In van LeydenL.Sr. (Ed.), Psychologische functieleer: Theorie, techniek, toepassing [Cognitive psychology: Theory, technique, application] (pp. 12–37). Houten, the Netherlands: Bohn Stafleu Van Loghum.
26.
van der LeijA. (1998). Leesproblemen: Beschrijving en aanpak[Reading problems: Description and remediation]. Rotterdam, the Netherlands: Lemiscaat.
27.
VerhoevenL. (1995). Drie minuten toets[Three-Minute Test]. Arnhem, the Netherlands: Cito.
28.
WolfM., BowersP. G., & BiddleK. (2000). Naming-speed processes and developmental reading disabilities: An introduction to the special issue on the double-deficit hypothesis. Journal of Learning Disabilities, 33, 322–324.
29.
WurmL. H., LeggeG. E., IsenbergL. M., & LuebkerA. (1993). Color improves object recognition in normal and low vision. Journal of Experimental Psychology: Human Perception and Performance, 19, 899–911.
