keep their place, or that their eyes get tired. In some cases, these complaints may be

avoidance behaviors or just symptomatic of task difficulty. However, there may be some

cases where RD has a visual component, and such complaints should be carefully

evaluated. In terms of reversal errors, it is not believed that children who demonstrate

frequent reversals in the first year of reading instruction go on to become poor readers.

However, if reversals persist even in the face of systematic instruction, they may be an

indication for expert assessment. The current study discovered that approximately 30% of

the sample is at risk for reversals, which may be a normal condition for second- and

third-grade students. However, if such a problem consistently exists when they become

fourth and fifth graders, this would be a strong indicator of a vision-related reading

disability. Therefore, teachers, parents, and caregivers should carefully observe these

behaviors to detect visual problems.

Comprehensive vision screening policy

 The research findings in the current and previous literature provide evidence that at

least a certain percentage of children suffer from RD related to a visual deficit. This study

revealed that 3% to 5% of the sample showed problems on visual perception skills. It is

possible to mention that a certain group of children who have visual deficits may not be

respond to intervention programs that are solely based on linguistic components. The

ideal solution is to assess the visual deficits that interfere with reading development

through comprehensive "vision screening" checklist that could be simply administered by

the classroom teacher. The implementation of comprehensive vision screening, covering

visual processing and visual efficiency beyond visual acuity, would yield a score that

predict the presence or absence of reading-related visual problems. However, current

vision screening for young children is administered insufficiently as well as