| This study is a meta-analysis of existing research about connections between vision deficits and difficulties with learning and classroom success. The body of available research emphasizes reading skills development because it is the basis for academic learning and school success. A portion of the data results from examination of the relationships between math achievement and learning-related vision difficulties and relationships between adequate learning-related visual abilities and academic success.;Data for the study were obtained through an interdisciplinary literature review of existing research on vision and learning from peer-reviewed journals in the fields of optometry, ophthalmology, psychology, education, juvenile delinquency, and learning disabilities. A significant portion of the research studies was found through the Visionet database at the International Library at the American Optometric Association.;The study begins with a description of the characteristics of learning-related vision skills. Data are drawn from twenty studies, spanning almost seven decades, from 1936 to 2003. The data from the twenty studies are organized according to vision skill area for analysis and discussion.;The study concludes that there is evidence of a significant connection between vision deficits and learning difficulties, and the existing research demonstrates that this knowledge has not been incorporated into mainstream educational practices. The study proposes an addition to the assessment process for reading disabilities, learning disabilities, mild developmental disabilities, dyslexia and problems with focusing attention on academic work, to include universal comprehensive vision examinations. Suggestions for further study include: comparing the effects on reading achievement of both visual and phonemic/phonological training with training done in only one of these areas; research evaluating the relationship among performance on measures of visual processing and specific Woodcock-Johnson III subtests; an analysis of the financial expenditures involved in serving students in K-12 special education and literacy programs and education programs for adult high school drop-outs compared with the costs of implementing comprehensive learning-related vision testing, prescription eyeglass dispensing, and other prescribed treatment.;Recommendations are presented for specific actions to be taken by school districts, parents, teachers, psychologists, optometrists, ophthalmologists, professional journals, and elected officials. |
