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Related Experiment Video

Updated: Jul 16, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Literacy and visual impairment.

Karen A Erickson¹, Deborah Hatton

¹Associate Professor, Division of Speech and Hearing Sciences, Director, Center for Literacy and Disability Studies, NC 27599-7335, USA. karen_erickson@med.unc.edu

Seminars in Speech and Language

|March 7, 2007

Summary

Early literacy instruction for children with visual impairments shares core components with sighted peers. Key areas include oral language, print/braille awareness, and writing exploration for effective development.

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Area of Science:

Education
Developmental Psychology
Ophthalmology

Background:

Limited research exists on specific instructional strategies for young children with visual impairments and blindness.
Emergent and early conventional literacy components for children with visual impairments are similar to those for sighted children.
Very young children with visual impairments may experience delays but follow a consistent developmental path.

Purpose of the Study:

To review and synthesize current research on emergent and early literacy instruction for children with visual impairments and blindness.
To identify commonalities and differences in literacy development between children with and without visual impairments.
To highlight effective instructional strategies for various age groups.

Main Methods:

Literature review of existing research on literacy development in children with visual impairments.
Analysis of studies focusing on emergent literacy skills (oral language, print/braille awareness, writing).
Examination of research on early conventional literacy strategies for school-aged children.

Main Results:

Children with visual impairments require similar foundational interactions for literacy development as sighted children.
Oral language, print/braille awareness, and writing exploration are crucial for infants and toddlers.
School-aged children benefit from strategies like repeated readings, phonics instruction, and morpheme-based decoding.

Conclusions:

The foundational principles of early literacy instruction are applicable to children with visual impairments.
While specific strategies may be beneficial, further research is needed to fully understand optimal approaches.
A strong base of evidence supports beginning interventions for emergent and early literacy in this population.