What children see affects how they read.
Cornelissen P., Bradley L., Fowler S., Stein J.
Children of mixed abilities were given three single-word lists to read, matched for linguistic complexity. The visual component of the task was made harder by reducing the print size with each new list. The reading errors made by children who did and who did not have a visual impairment were compared. The visually impaired children's pattern of reading errors changed as their vision was stressed by the reduction in print size; their errors became non-words (neologisms). This finding suggests a link between the efficiency of visual processing and the accuracy of reading of these children.