In the first US school-based study to link reading achievement with the provision of free glasses, Robert Slavin, director of the Center for Research and Reform in Education and colleagues at Johns Hopkins’ Wilmer Eye Institute, examined the effects on reading performance of providing free glasses to disadvantaged pupils.
A total of 317 second and third grade pupils (Years 3 and 4) in 12 disadvantaged Baltimore City schools had their vision tested in the autumn and winter of 2014-2015. They also completed reading pre- and post-tests from the Woodcock Language Proficiency Battery at those times. Sixty-nine percent (n=182) of the pupils’ vision tests showed they needed glasses. Pupils who needed glasses were given two pairs, one for home and one for school. Lost or broken glasses were replaced, and school staff were enlisted to help children remember to wear their glasses.
Results showed that the reading scores for the children provided with glasses improved more than those for pupils who did not need glasses (effect size=+0.16). The study points to a new strategy for improving reading performance in high-poverty schools.
Source :Slavin, R. E., Collins, M. E., Repka, M. X., Friedman, D. S., Mudie, L. I., Owoeye, J. O., & Madden, N. A. (2018). In plain sight: reading outcomes of providing eyeglasses to disadvantaged children. Journal of Education for Students Placed at Risk (JESPAR). Advanced online publication.. doi:10.1080/10824669.2018.1477602