TY - JOUR
T1 - In Plain Sight
T2 - Reading Outcomes of Providing Eyeglasses to Disadvantaged Children
AU - Slavin, Robert E.
AU - Collins, Megan E.
AU - Repka, Michael X.
AU - Friedman, David S.
AU - Mudie, Lucy I.
AU - Owoeye, Josephine O.
AU - Madden, Nancy A.
N1 - Funding Information:
Funding for this study was provided by the Robert and Diane Levy Family Foundation.
Funding Information:
The Robert and Diane Levy Family Foundation. Funding for this study was provided by the Robert and Diane Levy Family Foundation.
Publisher Copyright:
© 2018, © 2018 Taylor & Francis Group, LLC.
PY - 2018/7/3
Y1 - 2018/7/3
N2 - Many disadvantaged students with refractive errors, such as myopia (nearsightedness) and hyperopia (farsightedness), do not have eyeglasses, and their reduced vision may impact reading proficiency. Providing eyeglasses may increase their reading success. This article reports the findings of a study in Baltimore City in which disadvantaged second and third graders were assessed for vision problems. Of 317 students, 182 were given glasses. Those who needed glasses were given two pairs, one for home and one for school, as well as replacements if glasses were lost or broken. School staff assisted in ensuring that students wore their glasses, storing them safely, and replacing glasses when necessary. Students who received glasses improved more on Woodcock reading measures than those who never needed glasses (ES = +0.16, p <.03). The study demonstrates the potential of providing eyeglasses to disadvantaged students who need them to improve their reading performance.
AB - Many disadvantaged students with refractive errors, such as myopia (nearsightedness) and hyperopia (farsightedness), do not have eyeglasses, and their reduced vision may impact reading proficiency. Providing eyeglasses may increase their reading success. This article reports the findings of a study in Baltimore City in which disadvantaged second and third graders were assessed for vision problems. Of 317 students, 182 were given glasses. Those who needed glasses were given two pairs, one for home and one for school, as well as replacements if glasses were lost or broken. School staff assisted in ensuring that students wore their glasses, storing them safely, and replacing glasses when necessary. Students who received glasses improved more on Woodcock reading measures than those who never needed glasses (ES = +0.16, p <.03). The study demonstrates the potential of providing eyeglasses to disadvantaged students who need them to improve their reading performance.
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U2 - 10.1080/10824669.2018.1477602
DO - 10.1080/10824669.2018.1477602
M3 - Article
AN - SCOPUS:85047918876
SN - 1082-4669
VL - 23
SP - 250
EP - 258
JO - Journal of Education for Students Placed at Risk
JF - Journal of Education for Students Placed at Risk
IS - 3
ER -