Screen children's visual processing and provide systematic visual processing training to support early character reading and mathematics¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends that educators, psychologists, and parents attend to how visual processing affects early learning. It proposes two concrete actions: developing standardized visual processing assessments to screen children at risk of reading and mathematics difficulties, and delivering systematic visual processing training. The article states that "systematic visual processing training, including spatial relations, visual perceptions, and orientation discriminations, along with Chinese radicals and written numbers, might be conducted among children to assist them in learning characters and early mathematics knowledge."

Design Implications¶

Context¶

Requirements¶

• Training content should pair visual processing components (spatial relations, visual perception, orientation discrimination) with academic materials such as Chinese radicals and written numbers

Constraints¶

• The article frames training as a possibility ('might be conducted'); causality from visual processing to academic outcomes has not been tested by intervention in this study

Target Learners¶

• Kindergarten children at risk of reading or mathematics difficulties

Target Learning Goals¶

• Chinese character reading
• early mathematics knowledge

Affordances¶

• Visual Processing Domain General Precursor

Claims¶

• Kindergarten visual processing uniquely predicts grade-one Chinese character reading after controlling for prior reading and general cognitive abilities [+W]
• Kindergarten visual processing uniquely predicts grade-one early mathematics after controlling for prior mathematics and general cognitive abilities [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Yang X and Meng X (2020) Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics. Front. Psychol. 11:462. https://doi.org/10.3389/fpsyg.2020.00462