Published in 2005
- 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