Perceptual and Cognitive Factors in Disabled and Normal Readers′ Perception and Memory of Unfamiliar Visual Symbols

Abstract

This chapter describes perceptual and cognitive factors in disabled and normal readers' perception and memory of unfamiliar visual symbols. In this study, the research was conducted in three phases: (1) Phase I (a screening phase to select disabled and normal readers); (2) Phase II (an experimental testing phase); and (3) Phase III (a psychoeducational assessment phase). Phase I involved the administration of tests of basic verbal and nonverbal cognitive ability as along with reading and spelling achievement, Phase II involved testing each child on a computer-based task assessing visual perception and visual memory for item and spatial-order information in unfamiliar symbols, and Phase III involved the administration of a large battery of standardized and experimental tests measuring various aspects of visual, phonological, linguistic, and memory processes. Children experiencing reading difficulties and normal readers from similar backgrounds were screened on measures of general cognitive and linguistic ability, and academic achievement in reading and spelling. The results indicate that although a range of perceptual, cognitive, and linguistic factors are involved in accounting for variance in both word recognition and reading comprehension performance among normal and reading-disabled children, the visual processing factors are also implicated to some degree, especially among younger children.