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RESEARCH STUDY

RESEARCH

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

AUTHOR:

Sarina Goldstand; Kenneth C. Koslowe; Shula Parush

SPONSOR/INSTITUTION:

YEAR PUBLISHED:

2005

PUBLICATION:

American Journal of Occupational Therapy

KEY HIGHLIGHTS:


  • 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.