VIDBE-Q Volume 68 Issue 4
62
Beth A. Jones
Texas A&M University- Commerce, Beth.Jones@tamuc.edu
Belinda Rudinger
Texas A&M University- Commerce, Belinda.Rudinger@tamuc.edu
Maria B. Peterson-Ahmad
Texas Woman's University, mpeterson3@twu.edu
Learning how to read is essential and includes five major components,
identified by the National Reading Panel, which individuals must learn in order to
become an effective reader. These include: 1) phonemic awareness, 2) phonics, 3)
fluency, 4) vocabulary, and 5) comprehension (1997). Of these, fluency holds
particular importance for children with visual impairments. Kamei-Hannan and
Ricci (2015) note that children with low vision must learn additional skills for
reading: using their residual vision efficiently and using optical devices and/or
technology to access print. Further, "reading fluency requires an extraordinary
level of visual efficiency. A visual impairment may cause students with low vision
to read slower and sometimes laboriously, depending on their visual efficiency
Adapting Read Naturally for Students with Low
Vision: Implications from a Pilot Study
