Unterschiede im Sehen? Visuelle Leistungen bei Kindern mit und ohne Lernprobleme.
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| Title: | Unterschiede im Sehen? Visuelle Leistungen bei Kindern mit und ohne Lernprobleme. |
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| Alternate Title: | Differences in Vision? Visual Performance in Children With and Without Learning Problems. |
| Authors: | Schücker, Carina1 (AUTHOR) carina.schuecker@tu-dortmund.de, Limbach, Katharina2 (AUTHOR), Weigelt, Sarah1 (AUTHOR) |
| Source: | Lernen und Lernstörungen. 2026, Vol. 15 Issue 4, p193-203. 11p. |
| Subject Terms: | *Learning problems, *School children, *Learning, Visual acuity, Image processing, Vision, Diagnosis |
| Abstract (English): | Abstract: Background: The influence of visual performance on learning problems has rarely been systematically considered. The aim of the study was to analyze differences in visual performance between children with learning problems (KmL) and children without learning problems (KoL). Method: We report learning and vision test results for KmL and KoL. In addition, we developed a learning-score (seven learning tests) and a vision-score (twelve visual tests). Results: KmL showed more deviations from expected performance in the vision-score. Differences between the groups were found in visual acuity and, in particular, in mid and higher levels of visual processing. Discussion: Visual performance should be considered as a relevant aspect of school learning processes. In particular, more complex visual processing skills appear to be closely linked to school learning requirements. A differentiated view of visual performance is necessary for everyday school life, but also for diagnosis and support. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Hintergrund: Der Einfluss visueller Leistungen bei Lernproblemen wird bislang selten systematisch berücksichtigt. Ziel der Studie war es, Unterschiede in visuellen Leistungen zwischen Kindern mit Lernproblemen (KmL) und Kindern ohne Lernprobleme (KoL) zu analysieren. Methode: Für KmL und KoL werden Lern- und Sehtestergebnisse berichtet. Zusätzlich wurden ein Gesamtwert-Lernen (sieben Lerntests) sowie ein Gesamtwert-Sehen (zwölf visuelle Testverfahren) entwickelt. Ergebnisse: Im Gesamtwert-Sehen traten bei KmL im Durchschnitt mehr Auffälligkeiten auf. Unterschiede zwischen den Gruppen zeigten sich bei der Sehschärfe und insbesondere in der mittleren und höheren visuellen Verarbeitung. Diskussion: Visuelle Leistungen sollten als relevanter Aspekt bei schulischen Lernprozessen stärker berücksichtigt werden. Insbesondere komplexere visuelle Verarbeitungsprozesse scheinen eng mit schulischen Lernanforderungen verknüpft zu sein. Für den schulischen Alltag, aber auch für Diagnostik und Förderung, ergibt sich die Notwendigkeit einer differenzierten Betrachtung visueller Leistungen. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Background: The influence of visual performance on learning problems has rarely been systematically considered. The aim of the study was to analyze differences in visual performance between children with learning problems (KmL) and children without learning problems (KoL). Method: We report learning and vision test results for KmL and KoL. In addition, we developed a learning-score (seven learning tests) and a vision-score (twelve visual tests). Results: KmL showed more deviations from expected performance in the vision-score. Differences between the groups were found in visual acuity and, in particular, in mid and higher levels of visual processing. Discussion: Visual performance should be considered as a relevant aspect of school learning processes. In particular, more complex visual processing skills appear to be closely linked to school learning requirements. A differentiated view of visual performance is necessary for everyday school life, but also for diagnosis and support. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000531 |
