Bd. 1 Nr. 1 (2026)
Gründungsausgabe

Fachartikel

Visual performance in elementary school children: Associations with Reading and arithmetic performance

DOI:

https://doi.org/10.5282/breakingbarriers/22

Veröffentlicht 2026-08-21

  • Katharina Limbach
    • ,
  • Carina Schücker
    • ,
  • Christin Vanauer
    • ,
  • Ann-Katrin Schulz
    • ,
  • Teresa Sartor
    • ,
  • Jörg-Tobias Kuhn
    • ,
  • Sarah Weigelt

Katharina Limbach
HU Berlin

Carina Schücker
TU Dortmund

Christin Vanauer
TU Dortmund

Ann-Katrin Schulz
TU Dortmund

Teresa Sartor
TU Dortmund

Jörg-Tobias Kuhn
TU Dortmund

Sarah Weigelt
TU Dortmund

Abstract

Vision is important for learning and development. However, empirical evidence linking basic visual and academic performance in general school populations remains limited. Here, we examined arithmetic and reading performance and basic visual functions in two independent samples including 110 third graders (8-10 years; Screening Sample: 75 students without known learning disabilities; Intervention Study Sample: 35 students including 24 children with learning disabilities). In the Screening Sample, we found positive correlations between near visual acuity (VA) and subtraction (τ = .234, p = .014) as well as between near VA and reading fluency (τ = .324, p = .001). In the Intervention Study Sample more students with learning disabilities had lower near VA compared to their peers without such disabilities (χ2(3) = 11.363, p = .01). Our findings indicate that variation in visual performance may be associated with differences in academic performance. These results highlight the potential relevance of visual screening in educational contexts, particularly for children with learning disabilities.

Schlagwörter

vision, learning disabilities, visual acuity, arithmetic, reading, dyscalculia, dyslexia

PDF (Englisch)

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