Measures and References: Visual Processing

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Measures

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

References

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., & Ghesquiere, 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

attention-based deficit. _Dyslexia _1-19.

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.