Fifth graders interpreted the book "Doll Bones" by Holly Black through visual representations from the beginning to the end of the book. Each visual representation was analyzed to determine how students responded. Most frequently, they moved to inferential ways of understanding. Students often visually interpreted emotional plot elements…

The Common Core State Standards place unprecedented emphasis on visual text--appropriately so, as visual components are increasingly ubiquitous in many kinds of text. This shift in emphasis requires substantial changes in our teaching. Concepts of print need to be expanded to include concepts of graphics, and specific graphical devices, such as…

Letter recognition errors may be the result of children going through normal states of development. (Author)

Contains a ten item annotated bibliography of resource materials on visual perception problems commonly found in students who experience reading difficulty. (RB)

Concludes that speed in identifying letters and graphonemes correlates highly with reading achievement. (RB)

Learning music can help children with reading readiness and beginning reading skills. (MKM)

Discusses a type of vision problem that is hard to detect because it may be intermittent. Suggests that the problem may be the cause of some children's difficulties in school. (FL)

Looks at vision problems in the areas of visual acuity, visual skills efficiency, and visual perceptual-motor development, and points out symptoms of each that children might exhibit. Suggests things teachers might do to help. (FL)

Argues for total eye testing rather than an annual test of distance visual acuity and questions the use of the Snellen test. (TO)

Clarifies the purpose of the "Home Eye Test for Preschoolers" and defends use of the Snellen chart. (TO)

Discusses reading specialists' responsibilities concerning children's vision problems. (MKM)

Identifies some functional vision problems and describes some assessment procedures for determining whether a child needs professional help. (MKM)

Suggests that perceptual problems may account for the difficulty young children experience in recognizing words. (RB)

Notes that the fluent reader needs rapid perception, the ability to use semantic and syntactic clues, and sophisticated comprehension strategies. (MKM)