Scholarlink

Purpose <p>This study examined associations between visual perceptual skills and reading performance in children aged 6–12 years, focusing on reading similar words and words in different fonts.</p> Methods <p>Forty-six children (mean age 8.3 ± 0.9 years; 24 and 22 with and without reading disabilities, respectively) were assessed. Visual discrimination, visual memory and form constancy were examined with the TVPS-3 (Test of Visual Perceptual Skills, 3rd version). Reading speed was measured using the TALEC test (Test d’Anàlisi de la Lectoescriptura en Català). Additionally, the reading speed and accuracy of reading lists of similar words, as well as words presented in six different fonts, were recorded.</p> Results <p>Children with reading disabilities scored significantly lower for visual discrimination, visual memory and form constancy (all <i>p</i> &lt; 0.01) and showed slower reading speed and higher error rates for both word list tasks (all <i>p</i> &lt; 0.01). In this group, visual discrimination and visual memory correlated significantly with reading similar words, while visual memory correlated significantly with reading different fonts. In children without reading disabilities, form constancy correlated strongly with both tasks and TALEC performance (<i>p</i> = 0.002).</p> Conclusion <p>Visual perceptual skills influence reading performance differently in children with and without reading disabilities. While these skills are important to assess, low scores on visual perception tests such as the TVPS-3 do not necessarily predict reading between similar words and different fonts, highlighting the need for a more comprehensive evaluation in clinical optometry.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The Role of Visual Perception in Reading Across Fonts and Similar Words in Children with Reading Disabilities

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月6日

查看全文
  • Marc Argilés,
  • Cristina Rovira-Gay,
  • Liat Gantz,
  • Luis Pérez-Mañá,
  • Bernat Sunyer-Grau,
  • Joan Gispets

摘要

Purpose

This study examined associations between visual perceptual skills and reading performance in children aged 6–12 years, focusing on reading similar words and words in different fonts.

Methods

Forty-six children (mean age 8.3 ± 0.9 years; 24 and 22 with and without reading disabilities, respectively) were assessed. Visual discrimination, visual memory and form constancy were examined with the TVPS-3 (Test of Visual Perceptual Skills, 3rd version). Reading speed was measured using the TALEC test (Test d’Anàlisi de la Lectoescriptura en Català). Additionally, the reading speed and accuracy of reading lists of similar words, as well as words presented in six different fonts, were recorded.

Results

Children with reading disabilities scored significantly lower for visual discrimination, visual memory and form constancy (all p < 0.01) and showed slower reading speed and higher error rates for both word list tasks (all p < 0.01). In this group, visual discrimination and visual memory correlated significantly with reading similar words, while visual memory correlated significantly with reading different fonts. In children without reading disabilities, form constancy correlated strongly with both tasks and TALEC performance (p = 0.002).

Conclusion

Visual perceptual skills influence reading performance differently in children with and without reading disabilities. While these skills are important to assess, low scores on visual perception tests such as the TVPS-3 do not necessarily predict reading between similar words and different fonts, highlighting the need for a more comprehensive evaluation in clinical optometry.