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Updated: Aug 16, 2026

A Method to Quantify Visual Information Processing in Children Using Eye Tracking
Published on: July 9, 2016
Vision, visual-information processing, and academic performance among seventh-grade schoolchildren: a more
Sarina Goldstand1, Kenneth C Koslowe, Shula Parush
1School of Occupational Therapy, Hebrew University, Israel.
Objective:
To compare visual and visual-information processing skills between children with and without mild reading and academic problems and examine the incidence of visual deficits among them.
Method:
Seventy-one seventh graders classified as proficient (n = 46) and nonproficient (n = 25) readers were compared with respect to scores on an accepted vision screening, on tests of visual-perception, visual-motor integration, and academic performance. Further, academic performance and visual-information processing were compared between children who failed and passed the vision screening.
Results:
Visual deficits were found in 68% of the participants, and among significantly more boys than girls. Nonproficient readers had significantly poorer academic performance and vision-screening scores than the proficient readers. Participants who passed the visual screening performed significantly better in visual perception than those who failed.
Conclusion:
Visual function significantly distinguishes between children with and without mild academic problems, as well as on visual-perception scores. The high occurrence of visual deficits among participants warrants consideration of vision deficits among schoolchildren with academic performance difficulties.
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