VISAGRAPH VISUAL TRACKING DURING READING AND CAPS POSTURAL STABILITY COMPARED TO ACADEMIC GPA PERFORMANCE OF 70 HIGH SCHOOL STUDENTS

Abstract

Event Abstract Back to Event VISAGRAPH VISUAL TRACKING DURING READING AND CAPS POSTURAL STABILITY COMPARED TO ACADEMIC GPA PERFORMANCE OF 70 HIGH SCHOOL STUDENTS Julie K. Bjornson1* 1 No affiliations, United States Introduction Visual tracking and postural stability functions of seventy private high school student were examined and compared to academic performance of each student. Findings suggest deficiencies correspond to reduced academic achievement which depends on sustained eye movement coordination during reading. Methodology A classroom lab was set up at Wellington Christian School, Wellington, Florida by Dr Nicol, PhD, instructor in charge of advance studies, and Michael Metzner, senior student, with the necessary stations. All 70 students participating, grades 9 to 12, had signed parental permission and were given identifying numbers. The school administration reviewed and approved the study and testing station setup. Assessments were: 1) Taylor Associates VISAGRAPH II for visual tracking assessment; all students reading the same paragraph; 2) Vestibular Technologies CAPS, Comprehensive Assessment of Postural Stability, platform for balance assessments recording eyes open, eyes closed, with and without perturbation foam; 3) Visual convergence; 4) Behavior questionnaire assessing hemispheric predominance; and, 5) Grade Point Average (GPA) provided by the school administration. Results Data analysis reveals reduced academic achievement related to visual tracking deficits and reduced CAPS stability scores, with only twenty-two of the seventy students reading at or above the VISAGRAPH Functional Reading levels, established by research for each grade level. Conclusion Comparing visual tracking and postural balance findings with GPA performance suggests these assessments may be significant factors in academic performance. Early identification through preschool preventive measures and grade level intervention, testing and training eye movement coordination and postural stability, may enhance scholastic achievement at all levels of education. The current Common Core State standards (CCSS) state educators must ensure students are able to read and comprehend complex texts independently and proficiently. Proper testing and training eye movement coordination supports improving independent silent reading and the success of the CCSS standard. Keywords: visual tracking, Reading assessment, Reading development, Postural Balance, Academic Achievement, GPA, reading comprehension, Functional literacy, Silent reading, CAPS, Visagraph, hemispheric asymmetry, hemispheric differences Conference: International Symposium on Clinical Neuroscience: TBI and Neurodegeneration, Orlando, Florida, United States, 10 Dec - 14 Dec, 2015. Presentation Type: Poster Presentation Topic: Biomarkers Citation: Bjornson JK (2015). VISAGRAPH VISUAL TRACKING DURING READING AND CAPS POSTURAL STABILITY COMPARED TO ACADEMIC GPA PERFORMANCE OF 70 HIGH SCHOOL STUDENTS. Front. Neurol. Conference Abstract: International Symposium on Clinical Neuroscience: TBI and Neurodegeneration. doi: 10.3389/conf.fneur.2015.58.00071 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 07 Oct 2015; Published Online: 02 Nov 2015. * Correspondence: Dr. Julie K Bjornson, No affiliations, Stuart, Florida, 34997, United States, neurosecretary@live.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Julie K Bjornson Google Julie K Bjornson Google Scholar Julie K Bjornson PubMed Julie K Bjornson Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.