REVISITING THE ROLE OF VISUAL PERCEPTION ON THE READING SKILLS OF STUDENTS WITH LEARNING DISABILITIES: SOME EDUCATIONAL PLANNING CHALLENGES

Authors

  • Stergiani Giaouri Department of Primary Education, University of Western Macedonia, Greece
  • Eleni Rachanioti Department of Early Childhood Education, University of Western Macedonia, Greece
  • Alexander-Stamatios Antoniou Faculty of Primary Education, National and Kapodistrian University of Athens, Greece
  • Anastasia Alevriadou Department of Early Childhood Education, University of Western Macedonia, Greece

DOI:

https://doi.org/10.46827/ejse.v0i0.2852

Keywords:

learning disabilities, reading disabilities, visual perception skills, DTVP-2, educational challenges, primary school students

Abstract

Students with learning disabilities often struggle with reading skill acquisition, due to the nature and complexity of the reading process (Brown, 2009). In addition, it has been documented that students experiencing reading disabilities, have problems with the basic cognitive skills of visual perception (Stokes, Matthen & Biggs, 2015). The purpose of the present study was to investigate the role of the cognitive parameters of visual perception, assessed by the Developmental Test of Visual Perception-2nd Edition (DTVP-2, Hammill, Pearson & Voress, 1993) on the reading ability of students with learning disabilities, assessed by Test A (Panteliadou & Antoniou, 2007, Standardized test for reading disabilities in Greek). The sample consisted of 73 children (N=73) attending the 4th and 5th grade of Primary school, diagnosed with learning disability in reading. The results indicated that visual perception was a predictive factor for reading performance. Implications of these findings are discussed in terms of developing early detection programmes as well as effective educational interventions for pre-school and primary school students.

 

Article visualizations:

Hit counter

DOI

Author Biographies

  • Stergiani Giaouri, Department of Primary Education, University of Western Macedonia, Greece

    Stergiani Giaouri is an Assistant Professor of School Psychology at the University of Western Macedonia, Greece. She has graduated from the Department of Psychology, Aristotle University of Thessaloniki (1995). She also did postgraduate studies in Social Psychiatry and Child Psychiatry at the School of Medicine in the University of Ioannina (2001). At the University of Western Macedonia pursued doctoral study leading to doctorate in Cognitive Psychology/Special Education (2010). She works as a research assistant in various projects of the University and as a teaching assistant in special education and school psychology courses. She has published research papers in refereed academic journals and books. ResearchGate   

  • Eleni Rachanioti, Department of Early Childhood Education, University of Western Macedonia, Greece

    Eleni Rachanioti is a PhD student in Special Education - University of Western Macedonia/Greece. She holds a MSc in Bilingual Special Education from the University of Western Macedonia/Greece and a BA in Early Childhood Education from Aristotle University of Thessaloniki/Greece. She has published articles in Greek and international journals and she has participated in a number of international conferences. ResearchGate  

  • Alexander-Stamatios Antoniou, Faculty of Primary Education, National and Kapodistrian University of Athens, Greece

    Alexander-Stamatios Antoniou is an Associate Professor of Psychology at the National and Kapodistrian University of Athens/NKUA, Greece and holds undergraduate and postgraduate degrees in Psychology, Philosophy, Education and Management from universities in Greece and in the UK. Dr. Antoniou has participated as a national coordinator and as a researcher in many National and European research programmes. His work has been presented at more than 250 national and international conferences and his main research interests refer to work well-being, special education, organisational politics and values, leadership and communication networks. His publications include: 5 books, 11 edited international volumes and many research papers in refereed academic journals and chapters in edited books. ResearchGate

  • Anastasia Alevriadou, Department of Early Childhood Education, University of Western Macedonia, Greece

    Anastasia Alevriadou is a Full Professor of Psychology (emphasis is Special Education), at the University of Western Macedonia, Greece. She holds her undergraduate and postgraduate degrees in Psychology at the Aristotle University of Thessaloniki, Greece. Her research interests include special education, neurodevelopmental disorders and transition of people with disabilities at the job market. She has published more than 150 research papers in refereed academic journals and 5 books. She is a Fulbright Scholar in 2019at the Ohio State University, Nisonger Center. ResearchGate  

References

Baddeley, A. (2007). Working Memory, thought and action. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198528012.001.0001

Barnhardt, C., Borsting, E., Deland, P., Pham, N., & Vu, T. (2005). Relationship between visual-motor integration and spatial organization of written language and math. Optometry and Vision Science, 82(2), 138-143. https://doi.org/10.1097/01.OPX.0000153266.50875.53

Below, J.L., Skinner, C.H., Fearrington, J.Y., & Sorrell, C.A. (2010). Gender differences in early literacy: Analysis of kindergarten through fifth-grade dynamic indicators of basic early literacy skills probes. School Psychology Review, 39(2), 240-257.

Bellocchi, S., Muneaux, M., Huau, A., Lévêque, Y., Jover, M., & Ducrot, S. (2017). Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP-2. Dyslexia 23(1). https://doi.org/10.1002/dys.1561

Bogdanowicz, K.M., Lockiewicz, M., Bogdanowicz, M., & Pachalska, M. (2014). Characteristics of cognitive deficits and writing skills of Polish adults with developmental dyslexia. International Journal of Psychophysiology, 93(1), 78-83. https://doi.org/10.1016/j.ijpsycho.2013.03.005

Bourassa, D.C., Treiman, R., & Kessler, B. (2006). Use of morphology in spelling by children with dyslexia and typically developing children. Memory & Cognition, 34(3), 703-714. https://doi.org/10.3758/BF03193589

Brown, E.K. (2009). Learning disabilities: Understanding the problem and managing the challenges. Minneapolis: Langdon Street Press.

Çayir, A. (2017). Analyzing the Reading Skills and Visual Perception Levels of First Grade Students. Universal Journal of Educational Research, 5(7), 1113-1116.

Camarata, S., & Woodcock, R. (2006). Sex differences in processing speed: Developmental effects in males and females. Intelligence, 34(3), 231-252. https://doi.org/10.1016/j.intell.2005.12.001

Close, S., & Shiel, G. (2009). Gender and PISA Mathematics: Irish results in context. European Educational Research Journal, 8(1), 20-33. https://doi.org/10.2304/eerj.2009.8.1.20

Cornoldi, C., Venneri, A., Marconato, F., Molin, A., & Montinari, C. (2003). A rapid screening measure for the identification of visuospatial learning disability in schools. Journal of Learning Disabilities, 36(4), 299-306. https://doi.org/10.1177/00222194030360040201

Donaldson, J.B., & Zager, D. (2010). Mathematics interventions for students with high functioning autism/Asperger’s syndrome. Teaching Exceptional Children, 42(6), 40-46. https://doi.org/10.1177/004005991004200605

Gathercole, S.E., & Alloway, T.P. (2008). Working memory and learning: A practical guide for teachers. London: Sage Press.

Gibson, Y.L., Hogben, H.J., & Fletcher, J. (2006). Visual and auditory processing and component reading skills in developmental dyslexia. Cognitive Neuropsychology, 23(4), 621-642. https://doi.org/10.1080/02643290500412545

Grainger, J., Dufau, S., & Ziegler, J. C. (2016). A vision of reading. Trends in Cognitive Sciences, 20(3), 171-179. https://doi.org/10.1016/j.tics.2015.12.008

Griva, E., Alevriadou, A., & Semoglou, K. (2012). Reading preferences and strategies employed by primary school students: Gender, socio-cognitive and citizenship issues. International Education Studies, 5(2), 24-34. http://dx.doi.org/10.5539/ies.v5n2p24

Gori, S., & Facoetti, A. (2015). How the visual aspects can be crucial in reading acquisition: The intriguing case of crowding and developmental dyslexia. Journal of Vision January, 15 (8) https://doi.10.1167/15.1.8

Gustafson, S., Falth, L., Svensson, I., Tjus, T., & Heimann, M. (2011). Effects of three interventions on the reading skills of children with reading disabilities in grade 2. Journal of Learning Disabilities, 44(2), 123-135. https://doi.org/10.1177/0022219410391187

Halpern, D., & Collaer, M. (2005). Sex differences in visuospatial abilities: More than meets the eye. In P. Shah & A. Miyake (Eds.), The Cambridge handbook of visuospatial thinking (pp. 170-212). New York: Cambridge University Press. https://doi.org/10.1017/cbo9780511610448.006

Hammill, D.D., Pearson, N.A., & Voress, J.K. (1993). Developmental Test of Visual Perception – Second Edition (DTVP-2). Austin, Texas: PRO-ED.

Hawke, J.L., Wadsworth, S.J., & DeFries, J.C. (2006). Genetic influences on reading difficulties in boys and girls: The Colorado twin study. Dyslexia, 12, 21-29. https://doi.org/10.1002/dys.301

Hipfner-Boucher, Κ., Milburn, Τ., Weitzman, Ε., Greenberg, J., Pelletier, J., & Girolametto, L. (2014). Relationships between preschoolers' oral language and phonological awareness skills. First Language, 34(2), 178-197. https://doi.org/10.1177/0142723714525945

Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The Relationship between Phonological Awareness and reading: Implications for the Assessment of Phonological Awareness. Language, Speech, and Hearing Services in Schools, 36(4), 285-293. https://doi.org/10.1044/0161-1461(2005/029)

Huestegge, L., Radach, R., Corbic, D., & Huestegge, S.M. (2009). Oculomotor and linguistic determinants of reading development: A longitudinal study. Vision Research, 49, 2948-2959. https://doi.org/10.1016/j.visres.2009.09.012

Inhoff, A.W., Solomon, M., Radach, R., & Seymour, B. (2011). Temporal dynamics of the eye voice span and eye movement control during oral reading. Journal of Cognitive Psychology, 23, 543-558. https://doi.org/10.1080/20445911.2011.546782

Jenkinson, J., Hyde, T., & Ahmad, S. (2008). Building blocks for learning: Occupational therapy approaches. Chichester: Wiley-Blackwell. https://doi.org/10.1002/9780470988138

Johnsson-Smaragdi, U., & Jönsson, A. (2006). Book reading in leisure time: Long-term changes in young peoples' book reading habits. Scandinavian Journal of Educational Research, 50(5), 519-540. https://doi.org/10.1080/00313830600953600

Jongmans, M.J., Smits-Engelsman, B.C.M., & Schoemaker, M.M. (2003). Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction. Journal of Learning Disabilities, 36(6), 528-537. https://doi.org/10.1177/00222194030360060401

Joseph, H.S.S.L., Liversedge, S.P., Blythe, H.I., White, S.J., Gathercole, S.E., & Rayner, K. (2008). Children’s and adults’ processing of anomaly and implausibility during reading: Evidence from eye movements. Quarterly Journal of Experimental Psychology, 61, 708-723. https://doi.org/10.1080/17470210701400657

Lackner, J.R., & DiZio, P. (2005). Vestibular, proprioceptive, and haptic contributions to spatial orientation. Annual Review of Psychology, 56, 115-147. https://doi.org/10.1146/annurev.psych.55.090902.142023

Lejeune, L., Thouvareq, R., Anderson, D.I., & Jouen, F. (2004). Kinesthetic estimation of the main orientations from the upright and supine positions. Acta Physiologica, 117(1), 13-28. https://doi.org/10.1016/j.actpsy.2004.05.001

Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4- to 6-year old children. Reading Research Quarterly, 47, 259-282. https://doi.org/10.1002/rrq.020

Lima, R.F., Salgado-Azoni, C.A., & Ciasca, S.M. (2013). Attentional and executive deficits in Brazilian children with developmental dyslexia. Psychology, 4, 1-6.

Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214. https://doi.org/10.1111/j.1467-9817.2008.01389.x

Lonigan, C. J. (2006). Development, assessment, and promotion of preliteracy skills. Early Education and Development, 17(1), 91–114.

Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013). Evaluating the Components of an Emergent Literacy Intervention for Preschool Children at Risk for Reading Difficulties. Journal of Experimental Child Psychology, 114(1), 111-130. https://doi.org/10.1016/j.jecp.2012.08.010

Luck, S. J., & Hollingworth, A. (Eds.). (2008). Visual memory. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195305487.001.0001

Lynn, R., & Mikk, J. (2009). Sex differences in reading achievement. Trames. Journal of the Humanities and Social Sciences, 13(1), 3-13. https://doi.org/10.3176/tr.2009.1.01

Mammarella, I.C., Cornoldi, C., Pazzaglia, F., Toso, C., Grimoldi, M., & Vio, C. (2006). Evidence for a double dissociation between spatial-simultaneous and spatial-sequential working memory in visuospatial (nonverbal) learning disabled children. Brain and Cognition, 62, 58-67. https://doi.org/10.1016/j.bandc.2006.03.007

Mammarella, I.C., Lucangeli, D., & Cornoldi, C. (2010). Spatial working memory and arithmetic deficits in nonverbal learning difficulties children. Journal of Learning Disabilities, 43(5), 455-468. https://doi.org/10.1177/0022219409355482

McNorgan, C., Alvarez, A., Bhullar, A., Gayda, J., & Booth, J. R. (2011). Prediction of reading skill several years later depends on age and brain region: implications for developmental models of reading. Journal of Neuroscience, 31(26), 9641-9648. https://doi.org/10.1523/jneurosci.0334-11.2011

Melby-lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological Skills and Their Role in Learning to Read: A Meta-analytic Review. Psychological Bulletin, 138(2), 322-352. https://doi.org/10.1037/a0026744

Mullis, I., Martin, M., Kennedy, A., & Foy, P. (2007). PIRLS 2006 international report: IEA’s progress in international reading literacy study in primary schools in 40 countries. Chestnut Hill, MA: Boston College, PIRLS.

OECD (2010). PISA 2009 Assessment framework: Key competencies in reading, mathematics and science. Paris: OECD. https://doi.org/10.1787/9789264062658-en

Otaiba S.A., Allor J., Werfel K.L., Clemens N. (2016) Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research. In: Schiff R., Joshi R. (eds) Interventions in Learning Disabilities. Literacy Studies (Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education), vol 13, pp 9-27. Springer, Cham. https://doi.org/10.1007/978-3-319-31235-4_2

Ouellette, G., & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23, 189-208. https://doi.org/10.1007/s11145-008-9159-1

Panteliadou, S., & Antoniou, F. (2007). Test Alpha (Reading test). ΕΠΕΑΕΚ, ΥΠΕΠΘ. (Standardized test for reading disabilities in Greek).

Pereira, D.M., Araujo, R.C.T., & Braccialli, L.M.P. (2011). Relationship analysis between visual-motor integration ability and academic performance. Journal of Human Growth and Development, 21(3), 808-817. https://doi.org/10.7322/jhgd.20033

Poole, A. (2010). The reading strategies used by male and female English language learners: A study of Colombian high school students. New England Reading Association Journal, 46(1), 55-63.

Raberger, T., & Wimmer, H. (2003). On the automaticity/cerebellar deficit hypothesis of dyslexia: Balancing and continuous rapid naming in dyslexic and ADHD children. Neuropsychologia, 41, 1493-1497. https://doi.org/10.1016/s0028-3932(03)00078-2

Radach, R., & Kennedy, A. (2013). Eye movements in reading: Some theoretical context. Quarterly Journal of Experimental Psychology, 66, 429-452. https://doi.org/10.1080/17470218.2012.750676

Radach, R., Huestegge, L., & Reilly, R. (2008). The role of global top-down factors in local eye movement control during reading. Psychological Research, 72, 675-688. https://doi.org/10.1007/s00426-008-0173-3

Ramus, F., Marshall, C.R., Rosen, S., & van der Lely, H.K. (2013). Phonological deficits in specific language impairment and developmental dyslexia: Towards a multidimensional model. Brain, 136, 630-645. https://doi.org/10.1093/brain/aws356

Richmond, J., & Waugh, R. (2009). Visual discrimination of letters in the alphabet by young children: A Rasch measurement analysis. Western Australia: Faculty of Education and Arts, Edith Cowan University Perth. Retrieved from https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=7547&context=ecuworks

Rivard, L., Missiuna, C., Pollock, N., & David, K.S. (2011). Developmental coordination disorder (DCD). In S.K. Campbell, R.J. Palisano, & M.N. Orlin (Eds.), Physical therapy for children (pp. 498-538). St. Louis, MO: Mosby-Elsevier.

Robinson, J.P., & Lubienski, S.T. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal, 48(2), 268-302. https://doi.org/10.3102/0002831210372249

Rose, J. (2006). Independent review of the teaching of early reading: Final report. London: Department for Education and Skills (DfES). Retrieved from https://dera.ioe.ac.uk/5551/2/report.pdf

Santos, F.H., Mello, C.B., Bueno, O.F.A., & Dellatolas, G. (2005). Cross-cultural differences for three visual memory tasks in Brazilian children. Perceptual and Motor Skills, 101, 421-433. https://doi.org/10.2466/pms.101.2.421-433

Schwartz, R. (2006). Visual versions. Cambridge, Massachusetts: The MIT Press. https://doi.org/10.7551/mitpress/7134.001.0001

Shivers, J. (2007). Code-based reading intervention strategy versus comprehension-based reading intervention strategy use to increase students’ reading comprehension as measured by star reading test for middle school students (Doctoral dissertation). Capella University, Minneapolis.

Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read. Mahwah: Lawrence Erlbraum Associates.

Son, S.-H., & Meisels, S. J. (2006). The relationship of young children’s motor skills to later reading and math achievement. Merill-Palmer Quarterly, 52, 755–778.

Sortor, J.M., & Kulp, M.T. (2003). Are the results of the Beery-Buktenica Developmental Test of Visual-Motor Integration and its subtests related to achievement test scores? Optometry and Vision Science, 80(11), 758-763. https://doi.org/10.1097/00006324-200311000-00013

Suggate, S. P. (2016). A Meta-analysis of the Long-term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities, 49(1), 77-96. https://doi.org/10.1177/0022219414528540

Tan, K., Wheldall, K., Madelaine, A., & Lee, L.W. (2007). A review of the simple view of reading: Decoding and linguistic comprehension skills of low-progress readers. Australian Journal of Learning Disabilities, 12(1), 19-30. https://doi.org/10.1080/19404150709546827

Theodoridou, E., Alevriadou, A., Semoglou, K., & Anastasiadou, S. (2014). Investigating memory strategies and motor memory in dyslexic and non-dyslexic children. The International Journal of Learner Diversity and Identities, 20(3), 25-44. https://doi.org/10.18848/2327-0128/cgp/v20i03/48573

Tracy, D.H., & Morrow, L.M. (2012). Lenses on reading: An introduction to theories and models. New York: The Guilford Press.

Valdois, S., Bidet-Ildei, C., Lassus-Sangosse, D., Reilhac, C., N’guyen-Morel, M. A., Guinet, E., & Orliaguet, J. P. (2011). A visual processing but no phonological disorder in a child with mixed dyslexia. Cortex, 47(10), 1197–1218.

Wang, S., & Gathercole, S. E. (2013). Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of Experimental Child Psychology, 115(1), 188-197. https://doi.org/10.1016/j.jecp.2012.11.015

Wang, Z., Cheng-Lai, A., Song, Y., Cutting, L., Jiang, Y., Lin, O., Meng, X., & Zhou, X. (2014). A perceptual learning deficit in Chinese developmental dyslexia as revealed by visual texture discrimination training. Dyslexia, 20(3), 280-296. https://doi.org/10.1002/dys.1475

Zucker, A.T., & Grant, L.S. (2007). Assessing home supports for literacy. In K. Pence (Ed.), Assessment in emergent literacy (pp. 81-187). San Diego: Plural Publishing Inc.

Downloads

Published

2020-02-13

Issue

Vol 5, No 3 (2020)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).