Research
The science behind our approach
Research behind our evidence-based Reading Vision Coaching approach
Eldon McMurray (Doctoral Dissertation)
SUMMARY: Underperforming students receiving training in Critical Thinking and Reading Strategies subsequently outperformed their more advanced peers in Degrees of Reading Power tests.
Eldon L. McMurray, Nancy Cannon
SUMMARY: If you have read a textbook and felt confused and/or frustrated, or you couldn’t fully understand what you were reading or remember what you needed to learn, this book provides the critical thinking, reading, and writing strategies most essential for you to succeed.
Standford E. Taylor
SUMMARY: Uses of eye movements in terms of reading appraisal.
Leo Angart
SUMMARY: Contains detailed explanations of, and exercises for: amblyopia (or lazy eye), anisometropia (when vision is different between the left and right eye), astigmatism (irregular shaping of the cornea), diplopia (double vision), hyperopia (far-sightedness), myopia (near-sightedness) and strabismus (turning in or out of the eye).
Leo Angart
SUMMARY: This book details strategies designed to improve your eyesight by literally exercising your ability to see, and targets each degree of vision problem.
Borsting E, Mitchell GL, Kulp MT, Scheiman M, Amster DM, Cotter S, Coulter RA, Fecho G, Gallaway MF, Granet D, Hertle R, Rodena J, Yamada T; CITT Study Group.
SUMMARY: A successful or improved outcome after convergence insufficiency treatment was associated with a reduction in the frequency of adverse academic behaviors and parental concern associated with reading and school work as reported by parents.
Danielle F. Leong, OD, Christina L. Master, MD, Leonard V. Messner, OD, Yi Pang, OD, MD, PhD, Craig Smith, MD, Amaal J. Starling, MD
SUMMARY: Saccadic training is vision training that helps improve how accurately and how well your eyes make saccades (the quick eye movements used to jump from word to word while reading). Saccadic training can significantly improve reading fluency.
Lisa W. Christian, Krithika Nandakumar, Patricia K. Hrynchak, Elizabeth L. Irving
SUMMARY: Findings indicate that some children with an identified reading problem also present with abnormal binocular test results compared to published normal values.
Optometry Volume 74/Number 1/January 2003
SUMMARY: Visual factors are significantly better predictors of academic success as measured by the Iowa Test of Basic Skills than is race or socio-economics.
Aparna Raghuram, OD, PhD; Sowjanya Gowrisankaran, PhD; Emily Swanson, BS; David Zurakowski, MS, PhD; David G. Hunter, MD, PhD; Deborah P. Waber, PhD
SUMMARY: Findings suggest that deficits in visual function are far more prevalent in school-aged children with developmental dyslexia than in typically developing readers, but the possible cause and clinical relevance of these deficits are uncertain.
David B. Granet Department of Ophthalmology, Ratner Children’s Eye Center, University of California, San Diego, CA, USA , MD FACS FAAO FAAP, Cintia F. Gomi , MD, Ricardo Ventura , MD & Andrea Miller-Scholte , CO
SUMMARY: The research reports an apparent three-fold greater incidence of ADHD among patients with convergence insufficiency when compared with the incidence of ADHD in the general US population. The research also notes a seeming three-fold greater incidence of convergence insufficiency in the ADHD population.
National Reading Panel, Washington, D. C.: National Academy Press.
SUMMARY: Phenomic awareness can be taught. Phenomic awareness instruction assists children in learning to read. Systematic phonics instruction makes a significant contribution to children's growth in reading. Fluency can be encouraged through instructional procedures. Vocabulary is one of the most important areas within comprehension and should not be neglected. Teachers can be taught to teach reading comprehension strategies effectively.
Armbruster, B.B., Lehr, F., & Osborn, J.
SUMMARY: Things you can do with your child at three different grade levels—kindergarten, first grade, and second and third grades—to help him become a reader, as well as what to look for in quality reading instruction at each grade level.
Cooper, J.D., Chard, D.J., & Kiger, N.D.
SUMMARY: Interventions for struggling readers who need personalized, focused, and assessment-driven instruction in oral language, phonemic awareness, word recognition, vocabulary, fluency, comprehension, and writing.
Snow, C., Burns, M.S., & Griffin, P. (Eds.)
SUMMARY: Reading is most likely to develop easily under conditions of stimulating preschool environments, excellent reading instruction, and the absence of a wide array of risk factors. Includes help for children with reading difficulties in grades 1-3.
LEGAL DISCLAIMER: Eyes Up Reading does not provide clinical diagnosis or prescription from state-licensed optometrists or ophthalmologists or orthoptists. We do not provide optometric vision therapy. We do not treat diagnosed visual disorders, strabismus, or amblyopia. We do not treat dyslexia, ADHD, or learning disabilities. Instead, we provide tutoring/educational intervention and we address visual-skills related to reading, particularly life-long eye-tracking issues that often contribute to most reading challenges.
If you need clinical vision therapy, please see a licensed professional.
Statements made within testimonials are the words and perspectives of the individuals sharing their stories and do not represent medical or optometric diagnoses, treatment claims, or professional medical opinions made by Eyes Up Reading. Testimonials shared on this website reflect the personal experiences and observations of individual students and families. Individual experiences and results may vary.
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