Return to References: Visual Processing factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Computer-Based Vision: Tasks (Boros et al., 2016)**: Ask students to remember or respond to the spatial position or a specific visual characteristic of either letters, digits, or non-linguistic symbols (this is often important to include so language skills do not impact scores)
Frostig Developmental Test of Visual Perception (DTVP): (Frostig, 1963)**: Measures Visual Processing and visual motor integration for students ages four to eight
Developmental Test of Visual-Motor Integration: (Beery et al., 2010)**: Geometric design copying task, starting off with simple forms (e.g. a vertical line) and increasingly becoming more complex (e.g. a 3D star)
Rey-Osterrieth Complex Figure Test (: ROCF) (Rey, 1941)**: Evaluates Visual Spatial Processing and memory for visual-spatial information
Ayhan, A. B., Aki, E., Mutlu, B., & Aral, N. (2015). A study of conceptual development and visual perception in six-year-old children. Perceptual and Motor Skills, 121(3), 832–839.
Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839.
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), 138–43.
Boets, B., De Smedt, B., & Ghesquière, P. (2011). Coherent motion sensitivity predicts individual differences in subtraction. Research in Developmental Disabilities, 32, 1075–1080.
Davis, E. E., Pitchford, N. J., & Limback, E. (2011). The interrelation between cognitive and motor development in typically developing children aged 4-11 years is underpinned by visual processing and fine manual control. British Journal of Psychology, 102(3), 569–584.
Ekstrom, R. B., French, J. W., Harman, H., & Dermen, D. (1976). Manual for kit of factor-referenced cognitive tests. Princeton NJ Educational Testing Service, 102(41), 117.
Facoetti, A., Paganoni, P., Turatto, M., Marzola, V., & Mascetti, G. G. (2000). Visual-spatial attention in developmental dyslexia. Cortex, 36(1), 109-123.
Goodale, M. A., & Milner, A. D. (1992). Separate visual pathways for perception and action. Trends in Neurosciences, 15(1), 20-25.
Mayes, S. D., Calhoun, S. L., Bixler, E. O., & Zimmerman, D. N. (2009). IQ and neuropsychological predictors of academic achievement. Learning and Individual Differences, 19, 238–241.
Pieters, S., Desoete, A., Roeyers, H., Vanderswalmen, R., & Van Waelvelde, H. (2012). Behind mathematical learning disabilities: What about visual perception and motor skills? Learning and Individual Differences, 22(4), 498–504.
Rey, A. (1941). L'examen psychologique dans les cas d'encephalopathie traumatique. (Les Problems). Archives de Psychologie, 28, 286–340.
Salillas, E., Basso, D., Baldi, M., Semenza, C., & Vecchi, T. (2008). Motion on numbers: Transcranial magnetic stimulation on the ventral intraparietal sulcus alters both numerical and motion processes. Journal of Cognitive Neuroscience, 21(11), 2129–2138.
Satz, P., & Fletcher, J. (1982). Florida kindergarten screening battery (FKSB). Psychological Assessment Resources.
Sigmundsson, H., Anholt, S. K., & Talcott, J. B. (2010). Are poor mathematics skills associated with visual deficits in temporal processing? Neuroscience Letters, 469, 248–250.
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: Official Publication of the American Academy of Optometry, 80(11), 758–763.
Sutton, G. P., Barchard, K. A., Bello, D. T., Thaler, N. S., Ringdahl, E., Mayfield, J., & Allen, D. N. (2011). Beery-Buktenica Developmental Test of Visual-Motor Integration performance in children with traumatic brain injury and attention-deficit/hyperactivity disorder. Psychological Assessment, 23(3), 805–809.
Valdois, S. (2022). The visual-attention span deficit in developmental dyslexia: Review of evidence for a visual
Zhou, X., Wei, W., Zhang, Y., Cui, J., & Chen, C. (2015). Visual perception can account for the close relation between numerosity processing and computational fluency. Frontiers in Psychology, 6, 1–13.