Undiagnosed eye conditions could hamper children's literacy skills

According to a report by the Education Endowment Foundation, around 13 per cent of children in the UK could have undiagnosed eye conditions - like short-sightedness, or astigmatism - that hold back the development of their literacy skills.

It is more difficult to learn to read if you can’t see well enough to discriminate the different in how letters look, or see what the teacher is pointing to when you have an eye sight problem. While these issues can affect all children, those from disadvantaged backgrounds are more likely to go without a diagnosis.

The report is urging early years professionals to make sure that all their children with possible eyesight problems are identified, and that settings ensure that children who are given glasses or other treatments use them. It notes that not being able to see well is an unnecessary barrier to making sure that all young children can access high-quality learning experiences at nursery and in reception.

The report, Preparing for Literacy, reviews the best available research to offer early years professionals practical guidance to make sure all children start school with the foundations they need to read, write and communicate well.

The report also focuses on the importance of high-quality interactions between adults and children to develop their communication and language skills. For example, early years professionals should make sure they talk with children – not just to them – through a wide range of approaches including shared reading and storytelling that teaches them new words.
Another recommendation suggests using a range of different activities – like singing, storytelling and nursery rhymes – to develop children’s early reading and ability to hear and manipulate sounds.

The report also recommends giving children a wide range of opportunities to communicate through writing, and developing children’s abilities to manage their own behaviour and aspects of their learning.

It also suggest schools support parents to make sure they know how to help their children learn at home, and that they give children who are falling behind targeted, high quality support to ensure they catch-up as quickly as possible.