By Mariyam Huda Moosa, student of the Master in Clinical Optometry and Vision Therapy

Abstract

This research review investigates the effects of vision therapy on reading and literacy skills, with an emphasis on reading fluency, speed, and comprehension in students with visual processing deficiencies or learning disabilities. This literature review was written after a detailed analysis of 15 articles, consisting of both qualitative and quantitative data. A systematic search of databases such as PubMed, Google Scholar, and Cochrane Library was conducted using predefined keywords.
As a result of this review, it can be determined that there appears to be a lot of data supporting the efficacy of vision therapy in reading and learning difficulties. However, there is not enough data or research to be obtained that suggests any improvement in reading abilities for those with specific learning disabilities, such as Dyslexia or Dysgraphia, unless it is a vision related problem such as a binocular dysfunction or a refractive error. Vision therapy is found most useful in correcting visual defects such as convergence insufficiency, accommodative problems, oculomotor and visual processing defects, binocular problems, particularly, amblyopia and visual impairments caused by traumatic brain injury. Key findings have determined notable connections between visual deficits and educational difficulties. More research needs to be done on this topic at a larger scale and with more diversity. Research emphasizes the need of interdisciplinary teams in developing individual therapeutic solutions that address an individual’s specific requirement as collaborative efforts can lead to improved academic outcomes.

Keywords: vision therapy, reading skills, students, specific learning disabilities, reading comprehension, reading fluency, visual processing deficits.

Download the full Research Work: Moosa M H (2024). The Efficacy of Vision Therapy in Reading and Literacy Skills. SAERA