A representitive sampling of the literature is reviewed in this paper to determine the effectiveness of visual training on improving reading and academic achievement. Background information on the relationship between vision and reading, the techniques used in these training programs, and the common flaws of research design are discussed. Poor subject selection, controls, and research design make it difficult to directly compare ma.ny of the studies; however, results were positively skewed toward the benefits of this type of training program. In conclusion the authors present their ideal research design which avoids the research flaws encountered in their review.
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