Visual Discrimination of Letter-Like Forms and Its Relationship to Achievement over Time in Children with Learning Disabilities

Abstract

The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading.