Read by Grade 3: Vision as a Possible Answer to Academic Success

In 2016, Michigan is enacted a law that requires 3rd grade students to pass the M-STEP reading assessment to move onto 4th grade. Anyone below 3rd grade reading level is at risk to be held back. This bold initiative is important because reading performance in 3rd grade is a critical gauge for future academic success, including high school graduation rates. However, being held back is a traumatic experience for most children, and of course should be avoided if possible.

As teachers, educators, tutors and parents prepare for the next 3rd grade school year to begin, one factor that should be examined is functional visual skills in all children struggling to read. In our office, we work everyday with children with vision problems that interfere with their ability to read, learn, comprehend, and even pay attention. Studies show about one in four children have a vision problem that interferes with reading and learning, and it is as high as 60% in children with learning disabilities.

Treating an undiagnosed vision problem is challenging, but often very rewarding. The first step is diagnosis. Do they have trouble turning both eyes inward and onto the page? Are they able to focus their vision to make reading material clear? How accurately can they track their eyes across the page? And then, how efficiently and accurately can they process visual information for comprehension and meaning? These are all skills that can be tested and diagnosed, then treated. The tricky part is most eye exams determine if someone sees 20/20 far away, and that is all. Vision screenings can miss these subtle vision problems that have profound impacts, and can lead to improper diagnoses like ADD, ADHD, dyslexia, and learning disabilities.

For any parent trying to help their child improve their reading, I encourage you to look for some common signs: headaches and fatigue while reading, takes HOURS for 20 minutes of schoolwork, avoidance and frustration during reading, frequently losing their place, skipping or re-reading lines and words, mixing up simple words. These children may need to re-read for comprehension, or understand better when they are read to than reading themselves. These children may be struggling with an undiagnosed vision problem, and just not sure how to say it because they assume everyone sees like them.

If your child or a child you know is struggling with reading, a thorough evaluation with a developmental optometrist is warranted. Go to covd.org for a list of specialized providers nearby.