Meta-analysis of the relationship between visual perceptual skills and reading achievement.

Abstract

A review of research examines the relationship between visual perceptual skills and reading achievement using meta-analysis to integrate statistically the results from 161 studies. A total of 1,571 correlation coefficients were collected and aggregated across eight visual perceptual skills, six reading abilities, three grade levels, and three subject groups. Additionally, a correlation matrix was constructed and used for a factor analysis, cannonical correlation analysis, and step-wise multiple regression analysis descriptive of the relationship among and between visual perceptual skills, intelligence, and reading achievement variables. The findings suggested that visual perception is an important correlate of reading achievement, but the proportion of explained variance in reading skills was contingent on the combination of visual and reading variables considered. It was concluded that visual perceptual skills should be included in the complex of factors predictive of reading achievement.