Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective

Abstract

Naming speed is considered to be one of the essential components used to predict reading capacity in school. The current study examined how visual perception and attention networks influence naming speed, and analyzed the relationship between visual perception and attention networks. The total number of participants was 163 Thai preschool children between the ages of five and seven years selected through multistage random sampling. Visual perception, attention networks, and naming speed were assessed using the Developmental Test of Visual Perception 3 (DTVP-3), Attention Network Task (ANT), and Rapid Automatized Naming (RAN), respectively. Structural equation modeling was used to test naming speed hypotheses. The hypothesis of a causal model was supported by the evidence generated by this study. A direct positive association between both visual perception and attention networks to naming speed was observed. Compared with attention networks, visual perception had a higher significant effect on naming speed performance. Consequently, children who have higher visual perception are more likely to demonstrate a better naming speed performance. These results indicate that visual perception is strongly urged to naming speed, as doing so can help predict children's reading readiness before they start learning to read.

Predicting future poor readers from pre-reading visual skills: A longitudinal study

“…Moreover, other factors such as visuo-attentional and visuospatial factors that are important for performing the DEM test are also developing with the age of the child (Caldani et al, 2020;Coulter & Shallo-Hoffman, 2001;Facchin et al, 2011) and the automatization of this so-called "visuo-attentional" processing is another condition for reading success (see Grainger et al, 2016). In that vein, Ammawat et al (2019) demonstrated that naming speed (strongly linked with VT performance) was also influenced by visual perception and attention.…”

Proje Yaklaşımına Dayalı Eğitim Programının Okul Öncesi Dönem Çocuklarının Görsel Algı ve Matematik Becerilerine Etkisinin İncelenmesi

“…Görsel algı ve matematik becerileri çocuğun dünyayı keşfetmesi ile gelişme fırsatı bulmaktadır. Yapılan çalışmalarda (Ammawat vd., 2019;Brown, 2008;Barnhartd vd, 2005;Dhingra vd., 2010) çocuğun gelişiminde ve yaşam uyumunda önemli bir yere sahip olan görsel algının günlük yaşam becerileri, okuma, yazma, matematik gibi akademik beceriler ve öğrenme sürecinde etkili olduğu belirtilmektedir. Bir çocuğun zamanın %50 den fazlası okuma yazma, tahtaya bakıp kopyalama gibi odağını uzaktan yakına ve yakından uzağa kaydırmasını gerektiren işlevler ile çalışarak geçirir (Schneck, 2010: 380).…”

Validación de un test de detección temprana de dificultades de la lectoescritura en Ecuador

“…También, se han encontrado otros procesos neuropsicológicos alterados asociados a la dislexia, entre estos Visopercepción, Psicomotricidad, Estructuració n espacial, Atención visual-espacial, Búsqueda visual, Capacidad para extraer y organizar información visual del entorno, Procesamiento auditivo y Ritmo [23][24][25][26][27][28]. Estos hallazgos son congruentes con el reporte del US Department of Education, 2021, cuyo informe indica que, en los niños de 3 a 5 años, el retraso en el desarrollo (40.1%) y el trastorno del habla o del lenguaje (39.9%) son las discapacidades más prevalentes [9].…”