Study of Visual Perception and its Relationship to Reading Difficulties among Second Stage Primary School Pupils

Abstract

The current study aims to investigate the relationship between the level of visual perception and learning difficulties in reading among second stage primary school pupils. To achieve the objectives outlined at the beginning of the study, the descriptive correlational approach was adopted for its relevance to the nature of the study. The researcher used a set of tools represented by the visual perception test (Figure de Rey), the Zadam reading test, and the Raven progressive matrices test (to control the intelligence variable) on a sample of ten pupils aged between 8 and 10 years. They were selectively chosen according to a set of specific conditions and criteria. After statistically analyzing the results using the Pearson correlation coefficient, it was found that there is a correlational relationship between visual perception and reading difficulties among second stage primary school pupils. The study results also showed that:

There is a correlational relationship between visual perception and difficulty reading meaningless words among second stage primary school pupils.

There is a correlation between visual perception and difficulty reading common words among second stage primary school pupils.

There is a correlational relationship between visual perception and difficulty reading vowelized words among second stage primary school pupils.