A J Koenig¹, M E Wilkinson², C S Trantham3
¹Texas Tech University, College of Education, Lubbock, United States; ²University of Iowa, Department of Ophthalmology and Visual Sciences, Iowa City, United States; 3Iowa Braille School, Outreach, Vinton, United States
Iowa's statewide system of low vision services for children with visual impairments has evolved into a model of collaboration that includes consideration of clinical low vision findings and functional/educational outcomes. Data collected over the past two decades of clinical low vision evaluations, aligned with data collected from administration of The Print Media Assessment Process (PMAP) with numerous subjects, has provided a rich source of information. The data has been analyzed to assess the correlation between clinical measurements of near acuity and visual functioning with regard to print reading efficiency. PMAP Study: Participants were 35 school-age students. Research Findings: As a group, students read large print aloud at an average of 69.7 wpm (SD = 32.8) and in regular print at an average of 69.9 wpm (SD = 33.4). As a group, students read large print silently at 90.1 wpm (SD = 37.1) and in regular print at 92.3 wpm (SD = 32.0). Educational implications of this study: An individually administered and interpreted learning media assessment is essential for finding individual differences for individual students. Objectively determining each student's most efficient print reading option is important to assuring overall reading efficiency. Guidance for Teachers: When no educational relevant differences exist between print options, select the option that is least restrictive. When the most efficient option is not the least restrictive option, then build skills in the least restrictive option. Conduct Learning Medium Assessments on an ongoing basis, and use this information for educational planning. Clinical Implications: Large print should not be provided without objective data to support that decision. A low vision assessment, provided by a low vision practitioner, is essential to assist the educational team in making literacy medium decisions.
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