| Title: |
Exploring Performance Skills in the Occupation of Learning to Read |
| Language: |
English |
| Authors: |
Ellen Modlin (ORCID 0009-0009-3740-4811) |
| Source: |
Journal of Occupational Therapy, Schools & Early Intervention. 2025 18(2):367-382. |
| Availability: |
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 1; Primary Education |
| Descriptors: |
Visual Perception; Word Recognition; Grade 1; Elementary School Students; Reading; Spatial Ability; Memory; Language Processing; Phonology |
| Geographic Terms: |
New York |
| Assessment and Survey Identifiers: |
Kaufman Test of Educational Achievement |
| DOI: |
10.1080/19411243.2024.2351481 |
| ISSN: |
1941-1243; 1941-1251 |
| Abstract: |
Only one-third of U.S. fourth-grade public school students score at or above reading proficiency on national standardized tests. Current language-based reading instruction methods do not appear to meet many students' needs. This study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition. This quantitative correlational study explored the relationship between visual perception and word recognition skills in first grade students participating in general education. The findings revealed that several statistically significant relationships exist between visual perceptual functions and skills recruited for word recognition. Phonological processing is strongly associated with spatial relations (r = 0.35) and sequential memory (r = 0.38). These correlations are significant at the 0.01 level (2-tailed). Form constancy (r = 0.28) p < 0.05 is significant at the 0.05 level (2-tailed). These relationships suggest that visual perceptual skills and phonological processing are concurrently developed in these participants and that these skills are likely recruited simultaneously when engaging in occupations, such as learning to read. This study highlights the role of visual perception in early reading development. Educators may consider consulting with school-based occupational therapists to explore the potential impact of visual perception when supporting students who struggle with reading. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1496500 |
| Database: |
ERIC |