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The Relationship Between Visual Perc...

Modlin, Ellen.

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The Relationship Between Visual Perception and Word Recognition Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between Visual Perception and Word Recognition Skills./
Author:	Modlin, Ellen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	100 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12.
Contained By:	Dissertations Abstracts International81-12.
Subject:	Occupational therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27828584
ISBN:	9798645468644

The Relationship Between Visual Perception and Word Recognition Skills.
Modlin, Ellen.

The Relationship Between Visual Perception and Word Recognition Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 100 p.

Source: Dissertations Abstracts International, Volume: 81-12.

Thesis (Ph.D.)--New York University, 2020.

This item must not be sold to any third party vendors.

Despite extensive efforts and resources devoted to improving literacy in the U.S only one-third of fourth-grade public school students score at or above reading proficiency on national standardized tests. Given these poor scores, one might question if the current methods of reading instruction are meeting students' needs. Perhaps reading relies on areas of functioning that are currently neglected in existing instructional methods. To examine this possibility more closely, this study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition, which is currently overlooked in most reading instruction and curricula. Additionally, school-based occupational therapists, who are knowledgeable in visual perceptual processes, may be an untapped resource in helping students who struggle with reading.This quantitative study employed correlational and predictive designs to explore the relationship between visual perception and word recognition skills. Instruments used to conduct this study included the Test of Visual Perceptual Skills-4 (TVPS-4) to measure a spectrum visual perceptual processes; and portions of the Kaufman Test of Educational Achievement-3 (KTEA-3) to measure skills relevant to word recognition. These include letter word recognition, nonsense word decoding, and phonological processing.Correlational analysis revealed a moderate strength relationship between visual memory and the dependent variable letter word identification. Regression analysis revealed that visual memory predicts letter word recognition at a statistically significant level (p < .05). When controlling for phonological processing, visual memory continues to be a statistically significant predictor of letter word identification. The current study fills a gap in reading research, by identifying visual perception as an overlooked component of word recognition skills. Educators should consider visual perception when conducting reading assessment and instruction. Additionally, the role of school-based occupational therapists should be considered as a resource for supporting students in achieving their reading outcomes. Occupational therapists' knowledge of visual perceptual processes and the impact on function can further enhance educator's mission to help students successfully learn to read.

ISBN: 9798645468644Subjects--Topical Terms:

617818
Occupational therapy.
Subjects--Index Terms:

Elementary school

The Relationship Between Visual Perception and Word Recognition Skills.
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245 1 4 $a The Relationship Between Visual Perception and Word Recognition Skills.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 100 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-12.
500 $a Advisor: Koenig, Kristie.
502 $a Thesis (Ph.D.)--New York University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Despite extensive efforts and resources devoted to improving literacy in the U.S only one-third of fourth-grade public school students score at or above reading proficiency on national standardized tests. Given these poor scores, one might question if the current methods of reading instruction are meeting students' needs. Perhaps reading relies on areas of functioning that are currently neglected in existing instructional methods. To examine this possibility more closely, this study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition, which is currently overlooked in most reading instruction and curricula. Additionally, school-based occupational therapists, who are knowledgeable in visual perceptual processes, may be an untapped resource in helping students who struggle with reading.This quantitative study employed correlational and predictive designs to explore the relationship between visual perception and word recognition skills. Instruments used to conduct this study included the Test of Visual Perceptual Skills-4 (TVPS-4) to measure a spectrum visual perceptual processes; and portions of the Kaufman Test of Educational Achievement-3 (KTEA-3) to measure skills relevant to word recognition. These include letter word recognition, nonsense word decoding, and phonological processing.Correlational analysis revealed a moderate strength relationship between visual memory and the dependent variable letter word identification. Regression analysis revealed that visual memory predicts letter word recognition at a statistically significant level (p < .05). When controlling for phonological processing, visual memory continues to be a statistically significant predictor of letter word identification. The current study fills a gap in reading research, by identifying visual perception as an overlooked component of word recognition skills. Educators should consider visual perception when conducting reading assessment and instruction. Additionally, the role of school-based occupational therapists should be considered as a resource for supporting students in achieving their reading outcomes. Occupational therapists' knowledge of visual perceptual processes and the impact on function can further enhance educator's mission to help students successfully learn to read.
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