Vision, visual-information processing, and academic performance among seventh-grade schoolchildren: a more significant relationship than we thought?
Sarina Goldstand; Kenneth C. Koslowe; Shula Parush
Publication: American Journal of Occupational Therapy

Published in 2005

Key Highlights:

  • The objective of this study was to o compare visual and visual-information processing skills between children with and without mild reading and academic problems and examine the incidence of visual deficits among them.
  • Seventy-one seventh graders classified as proficient (n = 46) and nonproficient (n = 25) readers were compared with respect to scores on an accepted vision screening, on tests of visual-perception, visual-motor integration, and academic performance. Further, academic performance and visual-information processing were compared between children who failed and passed the vision screening.
  • Visual deficits were found in 68% of the participants, and among significantly more boys than girls. Nonproficient readers had significantly poorer academic performance and vision-screening scores than the proficient readers. Participants who passed the visual screening performed significantly better in visual perception than those who failed.
  • Visual function significantly distinguishes between children with and without mild academic problems, as well as on visual-perception scores. The high occurrence of visual deficits among participants warrants consideration of vision deficits among schoolchildren with academic performance difficulties.

To access the report, click here: https://ajot.aota.org/article.aspx?articleid=1872088

To download the full report, click here:  Vision, Visual-Information Processing, and Academic Performance Among Seventh-Grade Schoolchildren_ A More Significant Relationship Than We Thought


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