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The Role of Visual Perception in Reading Across Fonts and Similar Words in Children with Reading Disabilities.

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Title: The Role of Visual Perception in Reading Across Fonts and Similar Words in Children with Reading Disabilities.
Authors: Argilés, Marc (AUTHOR), Rovira-Gay, Cristina (AUTHOR), Gantz, Liat (AUTHOR), Pérez-Mañá, Luis (AUTHOR), Sunyer-Grau, Bernat (AUTHOR), Gispets, Joan (AUTHOR)
Source: Ophthalmic & Physiological Optics. Jul2026, Vol. 46 Issue 3, p560-567. 8p.
Subjects: Visual discrimination, Visual memory, Reading speed, Reading disability, Visual perception, Fonts & typefaces, Perceptual learning, School children
Abstract: Purpose: This study examined associations between visual perceptual skills and reading performance in children aged 6–12 years, focusing on reading similar words and words in different fonts. Methods: Forty-six children (mean age 8.3 ± 0.9 years; 24 and 22 with and without reading disabilities, respectively) were assessed. Visual discrimination, visual memory and form constancy were examined with the TVPS-3 (Test of Visual Perceptual Skills, 3rd version). Reading speed was measured using the TALEC test (Test d'Anàlisi de la Lectoescriptura en Català). Additionally, the reading speed and accuracy of reading lists of similar words, as well as words presented in six different fonts, were recorded. Results: Children with reading disabilities scored significantly lower for visual discrimination, visual memory and form constancy (all p < 0.01) and showed slower reading speed and higher error rates for both word list tasks (all p < 0.01). In this group, visual discrimination and visual memory correlated significantly with reading similar words, while visual memory correlated significantly with reading different fonts. In children without reading disabilities, form constancy correlated strongly with both tasks and TALEC performance (p = 0.002). Conclusion: Visual perceptual skills influence reading performance differently in children with and without reading disabilities. While these skills are important to assess, low scores on visual perception tests such as the TVPS-3 do not necessarily predict reading between similar words and different fonts, highlighting the need for a more comprehensive evaluation in clinical optometry. [ABSTRACT FROM AUTHOR]
Copyright of Ophthalmic & Physiological Optics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
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  Data: The Role of Visual Perception in Reading Across Fonts and Similar Words in Children with Reading Disabilities.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Argil&#233;s%2C+Marc%22&quot;&gt;Argil&#233;s, Marc&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Rovira-Gay%2C+Cristina%22&quot;&gt;Rovira-Gay, Cristina&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Gantz%2C+Liat%22&quot;&gt;Gantz, Liat&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22P&#233;rez-Ma&#241;&#225;%2C+Luis%22&quot;&gt;P&#233;rez-Ma&#241;&#225;, Luis&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sunyer-Grau%2C+Bernat%22&quot;&gt;Sunyer-Grau, Bernat&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Gispets%2C+Joan%22&quot;&gt;Gispets, Joan&lt;/searchLink&gt; (AUTHOR)
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  Data: Purpose: This study examined associations between visual perceptual skills and reading performance in children aged 6–12 years, focusing on reading similar words and words in different fonts. Methods: Forty-six children (mean age 8.3 &#177; 0.9 years; 24 and 22 with and without reading disabilities, respectively) were assessed. Visual discrimination, visual memory and form constancy were examined with the TVPS-3 (Test of Visual Perceptual Skills, 3rd version). Reading speed was measured using the TALEC test (Test d&#39;An&#224;lisi de la Lectoescriptura en Catal&#224;). Additionally, the reading speed and accuracy of reading lists of similar words, as well as words presented in six different fonts, were recorded. Results: Children with reading disabilities scored significantly lower for visual discrimination, visual memory and form constancy (all p &lt; 0.01) and showed slower reading speed and higher error rates for both word list tasks (all p &lt; 0.01). In this group, visual discrimination and visual memory correlated significantly with reading similar words, while visual memory correlated significantly with reading different fonts. In children without reading disabilities, form constancy correlated strongly with both tasks and TALEC performance (p = 0.002). Conclusion: Visual perceptual skills influence reading performance differently in children with and without reading disabilities. While these skills are important to assess, low scores on visual perception tests such as the TVPS-3 do not necessarily predict reading between similar words and different fonts, highlighting the need for a more comprehensive evaluation in clinical optometry. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Ophthalmic &amp; Physiological Optics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1007/s44402-026-00094-4
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      – Code: eng
        Text: English
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        PageCount: 8
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    Subjects:
      – SubjectFull: Visual discrimination
        Type: general
      – SubjectFull: Visual memory
        Type: general
      – SubjectFull: Reading speed
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      – SubjectFull: Reading disability
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      – SubjectFull: Visual perception
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      – SubjectFull: Fonts & typefaces
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      – SubjectFull: Perceptual learning
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      – SubjectFull: School children
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              Text: Jul2026
              Type: published
              Y: 2026
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