Influencia de la percepción visual en el desarrollo de la capacidad lectora

Abstract

Visual perception influences literacy skills (Condemarín, Chadwick, & Milicic de López, 2003). Not surprisingly, the learning outcomes of reading depend on the synchrony between the different visual and motor skills, since they enable the child to respond satisfactorily to the different demands that this academic exercise implies. However, there are inconclusive results in the investigations that address its correlation. On the other hand, since visual-perceptual skills are the result of our experience with the environment, they can be reoriented to achieve better results in the reading experience (Saona Santos and Costa Vila, 2012). In order to contribute to knowledge in this area of research, as well as to the implementation of learning viso-perceptual skills, we propose a study to determine the incidence of a perceptual-visual stimulation program in the development of capacity of reading in preschool, primary and ESO children. Consequently, the periodic evaluation of 39 patients with reading and writing difficulties, language problems and perceptual, discriminatory visual problems and alterations in saccadic eye movements was carried out. The first results indicate that those patients who improve saccadic movements also improve their reading abilities. On the other hand, there are significant differences in the mean score of reading skills among the children evaluated, by virtue of whether they have defined laterality or not, reaching higher values in those who have developed this visually-perceptual skill. In general terms, the contributions of this study not only confirm the importance of properly evaluating the performance of visual perception for learning to read, but also demonstrate that attention to their interdependence can help guide educational practices and optimize effort of students to improve their academic performance.