Low vision device (LVD) is prescribed to visually impaired (VI) schoolchildren to assist in their learning. One of the factors
that could influence the success of LVD use is the skills of using the devices. The objective of this study is to compare the
reading speed of VI schoolchildren before and after receiving LVD training by special school teachers. Twenty-two special
school teachers attended a series of workshop on the use of LVD. Twenty-two VI schoolchildren were recruited and paired
with teachers for training of LVD in the classroom (in-classroom training). A suitable LVD was prescribed by the researcher
to the schoolchildren before training commence. The total in-classroom training was 5 hours which is 1 hour/week. In
classroom training was based on a module that was developed at the beginning of the study and the teachers used a
checklist to monitor the schoolchildren’s progress. Reading speed in words per minute (wpm) was measured using UKM
near chart before and after completion of in-classroom training. All teachers successfully completed the in-classroom
training session. Results from One-way repeated measure ANOVA test showed reading speed improved significantly after
5 hours of in-classroom training, F(1.6,34.4)= 35.53, p < 0.001, partial ŋ² = 0.63. Reading speed of VI schoolchildren
have improved after completion of in-classroom training. This suggests that systematic training of LVD given by the special
school teachers assist VI schoolchildren to use their device effectively and thus, improved their reading speed.