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Pediatric ophthalmology and childhood reading difficulties: Overview of reading development and assessments for the pediatric ophthalmologist
Collins, Megan E MD, MPH
Additional author(s): Lucy I. Mudie, MBBS, MPH,a,b Amanda J. Inns, BA, MEd,c and Michael X. Repka, MD, MBAa
Publication: Journal of American Association for Pediatric Ophthalmology and Strabismus (JAAPOS) , Volume 21 , Issue 6 , 433 - 436.e2

Published in 2017

Key highlights:

  • Reading difficulties are common in the pediatric population, and large socioeconomic disparities exist.
  • In the United States 46% of white children achieved expected reading proficiency by the end of fourth grade, while only 21% of Hispanic and 18% of African American children were reading at the expected level.
  • Reading is an involved cognitive process with many subskills; likewise, development of reading proficiency is a complex and continuous process.
  • Failure to achieve reading proficiency or even early difficulty with reading can affect a child’s academic performance for years to come. Some studies suggest reading proficiency may be related to later success in life.
  • Although many problems with reading are not related to vision, a vision assessment is recommended for children with reading difficulties and a suspected vision problem.
  • The process of reading development as well as the varied educational assessments of reading are presented here for pediatric ophthalmologists.

To view article, click here: https://www.ncbi.nlm.nih.gov/pubmed/28882501

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Pediatric ophthalmology and childhood reading difficulties: Overview of reading development and assessments for the pediatric ophthalmologist.

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