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<p>Reading is an occupation of students. Occupational therapists (OTs) should explore ways to support students who struggle with reading by examining fundamental skills in this occupation. This study explores the role of visual perception (VP) in word recognition (WR) by measuring the variation in WR explained by VP alone, and when controlling for phonological processing. This quantitative study employed a cross-sectional design utilizing data from standardized instruments. Multiple linear regression analyses tested the hypothesis that VP predicts WR by utilizing the Test of Visual Perceptual Skills, 4th Ed (TVPS-4) and Kaufman Test of Educational Achievement, 3rd Ed (KTEA-3). Participants were eighty general education first graders, Mean Age = 6.4&#xa0;yr (<i>SD</i> = <i>.</i>31&#xa0;yr). Of all the subtest score relationships tested, visual memory has a statistically significant association with letter/word recognition (<i>β</i> = .42, <i>t</i> = 3.4, <i>p</i> &lt; .05), as well as when controlling for phonological processing (<i>β</i> = .33, <i>t</i> = 2.8, <i>p</i> &lt; .05). This pilot study highlights an opportunity to explore the potential contribution of visual perception in reading development and possibly afford alternative methods of reading support to students who do not respond to traditional language-based instruction.</p>

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Visual Perception in Learning to Read: A Pilot Study

  • 期刊论文

  • 发表日期：

    2025年12月2日

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  • Ellen Modlin

摘要

Reading is an occupation of students. Occupational therapists (OTs) should explore ways to support students who struggle with reading by examining fundamental skills in this occupation. This study explores the role of visual perception (VP) in word recognition (WR) by measuring the variation in WR explained by VP alone, and when controlling for phonological processing. This quantitative study employed a cross-sectional design utilizing data from standardized instruments. Multiple linear regression analyses tested the hypothesis that VP predicts WR by utilizing the Test of Visual Perceptual Skills, 4th Ed (TVPS-4) and Kaufman Test of Educational Achievement, 3rd Ed (KTEA-3). Participants were eighty general education first graders, Mean Age = 6.4 yr (SD = .31 yr). Of all the subtest score relationships tested, visual memory has a statistically significant association with letter/word recognition (β = .42, t = 3.4, p < .05), as well as when controlling for phonological processing (β = .33, t = 2.8, p < .05). This pilot study highlights an opportunity to explore the potential contribution of visual perception in reading development and possibly afford alternative methods of reading support to students who do not respond to traditional language-based instruction.