The effects of visual-spatial and verbal skills on written and mental arithmetic

The relative influences of visual-spatial and verbal factors on the performance of written and mental arithmetic by normally achieving fourth and fifth grade children are compared. The independent perceptual and verbal measures were correlated with the Arithmetic Subtest of the Wide Range Achievement Test (WRAT) and the Arithmetic Subtest of the WISC-R using both bivariate and multivariate analysis. In the performance of the written arithmetic, spatial factors yield a statistically significant higher positive correlation than verbal skills. On the other hand, verbal skills appear to render a higher positive, but not statistically significant, correlation with mental arithmetic than spatial skills. Optometrists should be aware of the potential for treatment of visual and perceptual dysfunctions present in children who are experiencing problems in written and mental arithmetic.