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Keeping An “Eye” on Writing
for all grade levels
Students in today’s classrooms face a wide range of writing tasks, from homework assignments and “thank you” notes to emails and text messaging. They are asked to use a variety of writing media, such as desktop computers, laptops, PDA’s and Blackberries, cell phones, electronic tablets, interactive whiteboards, and of course, traditional pencil and paper. Effective use of these exciting writing tools assumes the basic premise that the student’s vision is up to the task at hand. Yet, the American Optometric Association (AOA) estimates that about 10% of preschool students and 25% of school-age students have some type of vision difficulties.
Early detection of vision problems is critical since kids seem to respond best to treatment the earlier it is begun. A year’s delay in diagnosing a vision problem may translate to several months delay in the learning process. “Incidental learning [unintentional or unplanned learning that results from other activities] is at risk in all visually impaired children… Because of the significant role played by incidental learning for most individuals, the presence of a visual impairment has the potential to influence the development of motor, language, cognitive, and social skills. Generally, however, these influences are not long-lasting when appropriate interventions are implemented. (Turnball et al, p. 608).” In fact, undetected vision difficulties have even been misdiagnosed as behavior problems or learning disabilities. Screenings can begin shortly after birth, and by the time a student is ready to enter school, should not only include visual acuity, but also visual motor integration, visual discrimination, visual memory, focusing, color vision, tracking, and depth perception.
So, make sure your students are ready to write by ensuring they can see appropriately. If you suspect there could be a problem, send a note home with the child, or ask the school nurse to do a more thorough screening. By keeping an “eye” on your students’ writing, you’ll be preparing them for whatever writing tasks they may encounter.
For basic vision skills and symptoms of visual difficulties visit the AOA’s website.
Sources
- American Optometric Association. (2008)
- The need for comprehensive vision examination of preschool and school-age children, Retrieved February 2, 2008 from (http://www.aoa.org/x5419.xml)
- Kerka, S. (2000).
- Incidental learning. Center on Education and Training for Employment Trends and Issues Alert, 18, Retrieved February 7, 2008, from http://www.cete.org/acve/docgen.asp?tbl=tia&ID=140
- Turnbull, A.,Turnbull, R., Shank, M., & Leal, D. (1999).
- Exceptional lives: Special education in today's schools, 2nd ed. Columbus, OH: Merrill.
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