Vision-related learning problems affect the way a child’s eyes work with each other, and how the brain collects and interprets visual information. These problems can be fairly simple, or as complex as an inability to “visualise” or interpret what the eyes are seeing. In many cases, a child’s visual abilities aren’t sufficiently developed for him/her to be able to read – or learn to read – effectively.
Children with vision-related learning problems usually don’t tell a parent or teacher they have a problem, because they don’t realise how they are supposed to see letters, numbers, or objects. Because vision is personal and subjective, they are unaware that they do not see things the way others do. Behaviours that may indicate a vision-related learning problem include tiring easily when reading; becoming frustrated with reading; reversing of numbers, letters or words; frequently losing the place or skipping words or lines of text; poor reading comprehension; difficulty copying from the board or book; or difficulty remembering spelling words and recognizing familiar words.