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Are There Any Differences between the Texts Written by Students Who Are Blind, Those Who Are Partially Sighted, and Those with Normal Vision?

Antonio Rodríguez Fuentes, Josè Luis Gallego Ortega


The aim was prepared in order to analyze the linguistic ability of children with visual impairment and children with normal vision. Several features of the narrative episodes produced were investigated, including quantity, quality, the connections between them and the structural elements which they consist of. Central tendency measures and dispersion measures were applied, in addition to inferential measures. This leads us to the conclusion that the structural parts making up the texts depend on a great extent to the individual style of each subject. However, the two groups are markedly different in certain parts. Finally, pupils who were older and educated to a higher level have shown greater development of narrative ability, engaging more with the essential part quite largely forgotten in the younger pupils’ texts. With regard to the connections established by the pupils between the various episodes making up their narratives, the texts produced by pupils with visual impairments show predominantly temporary connections. Significant
differences were found between the texts written by students who had normal vision and those who were blind or partially sighted. The greatest differences were observed in the length of the text and the complete episodes: both measures were greater in the texts written by students with normal vision.


Assessment of narrative texts; Narrative texts; Pupils with blindness; Pupils with visual impairments; Written expression.

Full Text:



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DOI: https://doi.org/10.7358/ecps-2019-020-fuga

Copyright (©) 2019 Antonio Rodríguez Fuentes – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi 

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