Abstract
The outcome of effective reading by low vision patients has mainly been studied in terms of adjustment to and training of optical devices, smallest or most comfortable print size to be read, reading rate, reading errors, etc. (sensory and decoding levels). Fewer studies have concentrated on the understanding of texts and training in developing strategies for functional reading (comprehension level). This paper discusses the close interaction between sensory, decoding, and comprehension levels in reading (‘top-down’ and ‘bottom-up’ processes). A model is presented that attempts to observe all levels when training low vision readers. Motivation to read, previous reading habits and frequency, expectations, reading requirements, and other factors must also be considered in the training situation.