Use of the Frostig-Horne visual perception program in the urban school

Wiederholt, J. Lee; Hammill, Donald D.

doi:10.1002/1520-6807(197107)8:3<268::aid-pits2310080313>3.0.co;2-4

Cited by 18 publications

(2 citation statements)

References 13 publications

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“…This association partially reflects the correlations between portions of the Developmental Test of Visual Perception and reading grades. Studies of the original edition of the DTVP questioned whether it primarily reflected visual processing abilities or, instead, might also be a measure of certain problem-solving skills that are similar to those used in more general tests of intelligence (Wiederholt & Hammill, 1971). Snow and Lohman (1989) argued that the visualization factor (Vz) and fluid intelligence (Gf) are highly correlated, again because of the similar demands of tasks intended to measure the two.…”

Section: Visual Cognition Skillsmentioning

confidence: 99%

Sensory, Cognitive, and Linguistic Factors in the Early Academic Performance of Elementary School Children

et al. 2003

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Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.

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Section: Visual Cognition Skillsmentioning

confidence: 99%

Sensory, Cognitive, and Linguistic Factors in the Early Academic Performance of Elementary School Children

et al. 2003

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“…A number of early (Hall& Deacon, 1970;Walsh& Dangelo, 1971;Forgnone, 1976). However, others could not obtain significant benefits (Wiederholt & Hammil, 1971;Kavale, 1984). Traditional training has included various skills such as guided drawing of curved and straight lines followed by unguided drawing, colouring both figure and background, identifying similar figures recruited from real life setting of children, which accordingly contributed to enhancing visual perception skills.…”

Section: Discussionmentioning

confidence: 99%

Does Enhancing Visual Perception in Mild Intellectually Disabled Children transfer to other skills?

Teleb¹,

Mohamed²,

Elbert³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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This work examines the effectiveness of two training programs (teacher-assisted versus computer-based) to enhance the visual perception of mild intellectually disabled children native Arabic children in Egypt. Subjects were randomly assigned to three groups: control group with treatment as usual (n=12), traditional/teacher-assisted training (n=12) and a computerized training (n=12). Groups were matched for socio-demographic variables controlling for age, gender, and the education of parents. The success of the different training procedures was evaluated by Frosting Developmental Test of Visual Perception and its transfer to other skills in the same modality (List of Reading Readiness Skills) and general improvement in cognitive abilities (The Stanford-Binet Test). Both programs significantly improved performances of the experimental groups compared to the control group. Yet, no significant differences were found between the two active training groups, suggesting that a computerized trainings may be an option to assist challenged children, particularly when there are no specialized teachers available for the highly time consuming trainings. These findings are discussed in terms of neurological plasticity as well as recommendations for integrated training programs.

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Sensory-Motor and Perceptual-Motor Theories and Practices: An Overview and Evaluation

Cratty

1981

Intersensory Perception and Sensory Integration

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Use of the Frostig-Horne visual perception program in the urban school

Cited by 18 publications

References 13 publications

Sensory, Cognitive, and Linguistic Factors in the Early Academic Performance of Elementary School Children

Sensory, Cognitive, and Linguistic Factors in the Early Academic Performance of Elementary School Children

Does Enhancing Visual Perception in Mild Intellectually Disabled Children transfer to other skills?

Sensory-Motor and Perceptual-Motor Theories and Practices: An Overview and Evaluation

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