The Effectiveness of Visual Information Processing Training with Hispanic Children

Obrzut, John E.; Hansen, Robert L.; Heath, Charles P.

doi:10.1080/00221309.1982.9709922

Cited by 3 publications

(6 citation statements)

References 18 publications

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“…Despite these studies involving perceptual (eg. auditory [ 11 , 13 , 22 ], vision [ 42 – 43 ]) or cognitive (eg. memory [ 21 , 30 – 32 ], attention [ 17 , 32 ]) learning in children, direct comparison between perceptual and cognitive training on phonological and literacy skills, or even on untrained auditory and cognitive skills, has not previously been attempted.…”

Section: Introductionmentioning

confidence: 99%

Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

2015

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Despite the well-established involvement of both sensory (“bottom-up”) and cognitive (“top-down”) processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported “far-transfer” to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research is required to investigate the effects of various stimuli and lengths of training on the generalization of sensory and cognitive learning to literacy skills.

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Section: Introductionmentioning

confidence: 99%

Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

2015

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“…In sum, although different visual processing skills improved after training (i.e., gestalt closure, reading acuity), effects on academic outcome measures are often not reported or absent (Obrzut et al, 1982). The extent of learning transfer seems to depend on the training paradigm that is used.…”

Section: Interventionsmentioning

confidence: 97%

“…Twelve non-randomized controlled trials (non-RCT) were included in this review, and one cohort study (see Supplementary Table 3). Seven of the non-R-CT studies involved children with (C)VI (Obrzut et al, 1982;Huurneman et al, 2013Huurneman et al, , 2016aHuurneman et al, ,b,c, 2020Yu et al, 2020). Five intervention studies were focused on children with reading problems versus controls (Bieger, 1974;Robinson and Conway, 1994;Robinson and Foreman, 1999;Hall et al, 2013;Zhao et al, 2019).…”

Section: Interventionsmentioning

confidence: 99%

“…One training program was focused on improving visual processing skills in children with poor visual processing (Obrzut et al, 1982). The training program, "Learning to Look and Listen, " consists of three sections aiming at viewing strategies: (1) hierarchical analysis (part vs. whole), (2) systematic scanning and (3) dimensional differences.…”

Section: Interventionsmentioning

confidence: 99%

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Viewing Strategies in Children With Visual Impairment and Children With Normal Vision: A Systematic Scoping Review

Fonteyn-Vinke

Huurneman²,

Boonstra³

2022

Front. Psychol.

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Viewing strategies are strategies used to support visual information processing. These strategies may differ between children with cerebral visual impairment (CVI), children with ocular visual impairment, and children with normal vision since visual impairment might have an impact on viewing behavior. In current visual rehabilitation practice a variety of strategies is used without consideration of the differences in etiology of the visual impairment or in the spontaneous viewing strategies used. This systematic scoping review focuses on viewing strategies used during near school-based tasks like reading and on possible interventions aimed at viewing strategies. The goal is threefold: (1) creating a clear concept of viewing strategies, (2) mapping differences in viewing strategies between children with ocular visual impairment, children with CVI and children with normal vision, and (3) identifying interventions that can improve visual processing by targeting viewing strategies. Four databases were used to conduct the literature search: PubMed, Embase, PsycINFO and Cochrane. Seven hundred and ninety-nine articles were screened by two independent reviewers using PRISMA reporting guidelines of which 30 were included for qualitative analysis. Only five studies explicitly mentioned strategies used during visual processing, namely gaze strategies, reading strategies and search strategies. We define a viewing strategy as a conscious and systematic way of viewing during task performance. The results of this review are integrated with different attention network systems, which provide direction on how to design future interventions targeting the use of viewing strategies to improve different aspects of visual processing.

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“…Studies on mathematical remediation have also been rather narrowly focused on specific operations or skills (e.g., Howell, Sidorenko, & Jurica, 1987;Lombardo & Bott, 1985). Studies concerning perceptual-motor skills mostly report no improvement (for a review, see Kavale & Mattson, 1983), and studies on perceptual skills find no increase in academic performance (although positive effects can be seen in perceptual skills themselves, e.g., Obrzut, Hansen, & Heath, 1982). The research on attention-deficit disorders has emphasized the importance of a multimodal approach and sufficient duration of treatment more than have studies on specific learning difficulties (Dinklage & Barkley, 1992).…”

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confidence: 98%

Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties

et al. 1997

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The purpose of the study was to analyze the relative efficacies of two treatments for children with learning difficulties. The first treatment consisted of multiple training components targeting specific cognitive and behavioral factors; the second treatment provided emotional support and supervision of school tasks. The participants were 94 Chilean schoolchildren (6 to 11 years of age). The efficacies were compared on (a) neurocognitive tests, (b) school achievement tests, and (c) behavior in school and at home. The results indicated that both groups improved on most of the outcome measures. The first group showed best results in parents' rating of home behavior, and the second group in reading. The findings also emphasized the importance of emotional support and the inclusion of a parents' group in treatment for children with learning difficulties.

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The Effectiveness of Visual Information Processing Training with Hispanic Children

Cited by 3 publications

References 18 publications

Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

Viewing Strategies in Children With Visual Impairment and Children With Normal Vision: A Systematic Scoping Review

Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties

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