Link Between Reading, Visual Perception, and Visual–Motor Integration

Link Between Reading, Visual Perception, and Visual–Motor Integration

Decoding written words is a key component to developing the ability to read.  In order to decode, children need adequate visual perceptual skills.  Recent research published in Dyslexia discussed the link between reading, visual perception, and visual–motor integration using the Developmental Test of Visual Perception version 2 (DTVP-2).  The study examined three parts:

1) how did visual perception and visual–motor integration in kindergarten predict reading outcomes in neurotypical Grade 1 students.

2) if the skills can be seen as clinical markers in children with dyslexia.

3) if visual–motor integration and motor-reduced visual perception can distinguish children with dyslexia depending upon whether they exhibited developmental coordination disorder.

The results of the study indicated the following:

• phonological awareness and visual–motor integration predicted reading outcomes one year later.
• DTVP-2 demonstrated similarities and differences in visual–motor integration and motor-reduced visual perception between children with DD, DCD, and both of these deficits.

The researchers concluded that the DTVP-2 is a suitable tool to examine links between visual perception, visual–motor integration and reading, and to differentiate cognitive signs of children with developmental disabilities.

Reference: 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(3), 296-315.

Looking for activities to practice visual perceptual skills and visual motor integration?  Check out these titles:

Hole Punch Palooza – combine visual perceptual, visual motor, letter recognition and hand strengthening with this digital download.  It includes 26 capital letter strips, 26 lowercase letter strips, 16 pre-writing strips, 12 visual discrimination strips, 4 counting strips, 4 prepositional phrase strips and 4 hole punch race strips.  Once printed, children can trace the letters, write the letters and hole punch the matching letters.  All the hole punch strips are in black and white.Hole Punch Palooza encourages: hand strengthening, handwriting and drawing practice, visual discrimination skills, visual motor skills, right/left discrimination and bilateral coordination.

Visual Motor Exercises – This digital download includes 25 long mazes and patterns to print, assemble and complete to practice pencil control.  Once the pattern/maze is assembled it is 28 inches in length.  This length encourages the child to cross the midline and to rotate the head (vestibular input) while completing the visual motor exercise.  The patterns and mazes vary in difficulty from easy to hard with horizontal, vertical, diagonal, curves and circular patterns.  The patterns/mazes are all in black and white.  There is a step by step direction sheet with color photos for the children to follow along.

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Benefits of Peer-Mediated Interventions for Students With Intellectual Disability and Peers

The Journal of Remedial and Special Education published a review of the 53 studies on the impact on peers from peer-mediated interventions for students with intellectual disability (ID).  Although inclusion is increasing there are still some administrators, educators and parents who are hesitant. They may have concerns regarding the effects of peer mediated interventions that include students with intellectual disability.  Previous research indicates that peer-mediated interventions are an evidence-based approach for improving social and learning outcomes for students with intellectual disability (ID) but their impact on participating peers has not been explored in depth.  The review of the research indicated that:

1. interacting with students with ID has no adverse effects on peers’ academic achievement or engagement for peers from elementary through high school.
2. peers’ engagement increased.
3. peer-mediated interventions lead to positive changes in peers’ attitudes toward and peers’ expectations of their classmates with ID.
4. peers often rated their interactions with students with ID as enjoyable, instilling a sense of pride in their participation and pride in the accomplishments of their partners with ID and expressed a desire to continue interacting with the student with ID.

Educating school staff and parents on the benefits of peer-mediated interventions can be beneficial to explain why students benefit from group therapy sessions.  There are many reasons to support group therapy (ie modeling, turn taking, self regulation, etc.).  This research can also help to support your clinical decision making to determine is a student would benefit from group sessions versus individual therapy sessions.

Reference: John M. Schaefer, Helen I. Cannella-Malone, and Erik W. Carter. The Place of Peers in Peer-Mediated Interventions for Students With Intellectual Disability. Remedial and Special Education November/December 2016 37: 345-356, first published on February 16, 2016 doi:10.1177/0741932516629220

Get 25 instant sensory motor activity ideas for your group occupational or physical therapy sessions. The ideas require absolutely NO equipment, just a little imagination and fun.  These activities allow you to get your group therapy sessions off to an immediate, productive start taking full advantage of your students’ desire to move.  Find out more information.

 

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