OBJECTIVE: To 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. METHOD: 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. RESULTS: 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. CONCLUSION: 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.
OBJECTIVE: To 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. METHOD: 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. RESULTS: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. CONCLUSION: 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.
Authors: Sergio Latorre-Arteaga; Diana Gil-González; Covadonga Bascarán; Richard Hurtado Núñez; María Del Carmen Peral Morales; Guillermo Carrillo Orihuela Journal: Bull World Health Organ Date: 2016-06-21 Impact factor: 9.408