Vision, Visual-Information Processing, and Academic Performance Among Seventh-Grade Schoolchildren: A More Significant Relationship Than We Thought?

Goldstand, Sarina; Koslowe, Kenneth; Parush, Shula

doi:10.5014/ajot.59.4.377

Cited by 84 publications

(68 citation statements)

References 39 publications

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“…This visual processing deficit has been interpreted as strictly connected to the reading impairment due to the limitation of the ability of the visual-attention window to spread over a whole word, and then to identify words with fast and parallel procedures. As regards to VMI task, in the older subgroup with DD, our results are consistent with those reported by Goldstand et al (2005), that failed to find differences in visual processing between NR and children with DD.…”

Section: Discussionsupporting

confidence: 92%

The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?

et al. 2016

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Reading is a highly complex process in which integrative neurocognitive functions are required. Visual-spatial abilities play a pivotal role because of the multi-faceted visual sensory processing involved in reading. Several studies show that children with developmental dyslexia (DD) fail to develop effective visual strategies and that some reading difficulties are linked to visual-spatial deficits. However, the relationship between visual-spatial skills and reading abilities is still a controversial issue. Crucially, the role that age plays has not been investigated in depth in this population, and it is still not clear if visual-spatial abilities differ across educational stages in DD. The aim of the present study was to investigate visual-spatial abilities in children with DD and in age-matched normal readers (NR) according to different educational stages: in children attending primary school and in children and adolescents attending secondary school. Moreover, in order to verify whether visual-spatial measures could predict reading performance, a regression analysis has been performed in younger and older children. The results showed that younger children with DD performed significantly worse than NR in a mental rotation task, a more-local visual-spatial task, a more-global visual-perceptual task and a visual-motor integration task. However, older children with DD showed deficits in the more-global visual-perceptual task, in a mental rotation task and in a visual attention task. In younger children, the regression analysis documented that reading abilities are predicted by the visual-motor integration task, while in older children only the more-global visual-perceptual task predicted reading performances. Present findings showed that visual-spatial deficits in children with DD were age-dependent and that visual-spatial abilities engaged in reading varied across different educational stages. In order to better understand their potential role in affecting reading, a comprehensive description and a multi-componential evaluation of visual-spatial abilities is needed with children with DD.

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Section: Discussionsupporting

confidence: 92%

The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?

et al. 2016

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“…Our findings are comparable with previous reports suggesting that children with visual function anomalies could be at disadvantage in reading, writing and academic performance [5,12,13,25,[29][30][31][32][33][34]. Some studies support the possibility that children with unstable binocular control commit more phonological spelling errors, even when age, IQ and phonemic awareness were taken into account [29].…”

Section: Discussionsupporting

confidence: 82%

“…Previous studies concluded that as a child progresses through school, the relationship between vision and reading changes, with the role of vision being more significant among younger children in the early school grades [3,30].…”

Section: Discussionmentioning

confidence: 99%

Reading Performance in Children with Visual Function Anomalies

Lança

Serra²,

Prista³

2014

Int J Ophthalmol Clin Res

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“…(Fulk & Goss, 2001; Goldstand, Koslowe, & Parush, 2005; Johnson, Nottingham, Strutton, & Zaba, 1996; Krumholtz, 2000; Kulp & Schmidt, 1996; Maples, 2003; Mathers, Keyes, & Wright, 2010; Shin, Park, & Park, 2009; Vaughn, Maples, & Hoenes, 2006) Given that academic achievement is one of the most powerful predictors of lifelong health,(Egerter, 2009; Freudenberg & Ruglis, 2007; Topitzes, Godes, Mersky, Ceglarek, & Reynolds, 2009) addressing factors that contribute to poor school function may be critical to resolving health disparities. However, while one might predict that access to corrective lenses improves school function and overall child health, there is surprisingly little scientific evidence supporting this assumption.…”

Section: Objectivesmentioning

confidence: 99%

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function

Dudovitz

Izadpanah

Chung

et al. 2015

Matern Child Health J

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Objectives Up to 20% of school-age children have a vision problem identifiable by screening, over 80% of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. Methods We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Results Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students’ focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. Conclusions for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

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Vision, Visual-Information Processing, and Academic Performance Among Seventh-Grade Schoolchildren: A More Significant Relationship Than We Thought?

Cited by 84 publications

References 39 publications

The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?

The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?

Reading Performance in Children with Visual Function Anomalies

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function

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