A Comparison of Sighted and Visually Impaired Children's Text Comprehension

Athanasia Papastergiou; Vasileios Pappas

doi:10.1016/j.ridd.2018.10.003

A Comparison of Sighted and Visually Impaired Children's Text Comprehension

Athanasia Papastergiou
, Vasileios Pappas

College of Arts, Humanities & Social Sciences

University of Kent

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Abstract

Aim: Do children with visual impairments outperform their sighted cohorts in reading and auditory comprehension tasks?
Methods: We address this question by applying panel regression techniques on a comprehensive sample of 16 children with visual impairments from a Greek special school for students with visual impairments. Results: By comparing the reader comprehender profile for both children types, we find that the children with visual impairments perform better than their sighted counterparts. The better performance is supported both unconditionally and conditionally on idiosyncratic characteristics, such as age, text complexity, modality, sex and reading ability.
Conclusion: Decomposing the reader comprehender profile into a literal, global and local type of questions we find that the results are mainly driven by the superior performance of the children with VI in the literal questions.

Original language	English
Pages (from-to)	8-19
Journal	Research in Developmental Disabilities
Volume	85
Early online date	2 Nov 2018
DOIs	https://doi.org/10.1016/j.ridd.2018.10.003
Publication status	Published - Feb 2019

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title = "A Comparison of Sighted and Visually Impaired Children's Text Comprehension",

abstract = "Aim: Do children with visual impairments outperform their sighted cohorts in reading and auditory comprehension tasks? Methods: We address this question by applying panel regression techniques on a comprehensive sample of 16 children with visual impairments from a Greek special school for students with visual impairments. Results: By comparing the reader comprehender profile for both children types, we find that the children with visual impairments perform better than their sighted counterparts. The better performance is supported both unconditionally and conditionally on idiosyncratic characteristics, such as age, text complexity, modality, sex and reading ability. Conclusion: Decomposing the reader comprehender profile into a literal, global and local type of questions we find that the results are mainly driven by the superior performance of the children with VI in the literal questions. ",

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N2 - Aim: Do children with visual impairments outperform their sighted cohorts in reading and auditory comprehension tasks? Methods: We address this question by applying panel regression techniques on a comprehensive sample of 16 children with visual impairments from a Greek special school for students with visual impairments. Results: By comparing the reader comprehender profile for both children types, we find that the children with visual impairments perform better than their sighted counterparts. The better performance is supported both unconditionally and conditionally on idiosyncratic characteristics, such as age, text complexity, modality, sex and reading ability. Conclusion: Decomposing the reader comprehender profile into a literal, global and local type of questions we find that the results are mainly driven by the superior performance of the children with VI in the literal questions.

AB - Aim: Do children with visual impairments outperform their sighted cohorts in reading and auditory comprehension tasks? Methods: We address this question by applying panel regression techniques on a comprehensive sample of 16 children with visual impairments from a Greek special school for students with visual impairments. Results: By comparing the reader comprehender profile for both children types, we find that the children with visual impairments perform better than their sighted counterparts. The better performance is supported both unconditionally and conditionally on idiosyncratic characteristics, such as age, text complexity, modality, sex and reading ability. Conclusion: Decomposing the reader comprehender profile into a literal, global and local type of questions we find that the results are mainly driven by the superior performance of the children with VI in the literal questions.

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JO - Research in Developmental Disabilities

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A Comparison of Sighted and Visually Impaired Children's Text Comprehension

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