Purpose:
This
systematic review evaluates current
literature on the impact
vision impairment has on
reading and
literacy levels within
education.
Methods:
Six databases were searched with inclusion criteria of trials or studies involving
children who are blind or
vision impaired, and impact on academic or
school performance including
reading and
literacy. 1262 articles were identified, with 61
papers undergoing full
screening. Quality appraisal was performed using Critical Appraisal Skills Program (CASP) and seven articles deemed eligible for inclusion.
Results:
Included articles achieved a quality score of over 70 % using the CASP
checklists. Direct comparison of articles was not possible due to methodological differences in assessing
reading and
literacy levels. All seven studies investigated aspects of
reading speed, with additional
measures of
reading performance, such as
reading reserve,
comprehension, and
reading accuracy.
Discussion:
Underlying
trends highlighted
students with a
vision impairment do not perform at same level as their normally sighted peers with
respect to
reading performance - in terms of speed, but not
ability. Additionally, early intervention to enhance
literacy skills may help improve educational outcomes.
Future direction should be aimed at identifying specific obstacles to
learning these
students face and providing interventions to improve academic outcomes. (AU)