Is visual memory predictive of below-average academic achievement in second through fourth graders?
OBJECTIVE
Controversy exists regarding the relation between visual memory and academic achievement.


METHODS
A masked investigation of the relation between visual memory and academics was performed in 155 second-through fourth-grade children (mean age = 8.83 years). Visual memory ability was assessed with the Test of Visual Perceptual Skills visual memory subtest. The school administered the Otis-Lennon School Ability Test and Stanford Achievement Test. Age and verbal ability were controlled in all regression analyses.


RESULTS
Visual memory score was significantly predictive of below-average word decoding (p = 0.027), total math score (p = 0.031), and Stanford complete battery score (p = 0.018). Visual memory score showed a positive trend in predicting reading comprehension (p = 0.093).


CONCLUSIONS
Poor visual memory ability (as measured by the Test of Visual Perceptual Skills) is significantly related to below-average reading decoding, math, and overall academic achievement (as measured by the Stanford Achievement Test) in second- through fourth-grade children, while controlling for age and verbal ability.
The Ohio State University College of Optometry, Columbus 43218-2342, USA. kulp.6@osu.edu
Marjean Taylor
MT
Kulp
Kristyne E
KE
Edwards
G Lynn
GL
Mitchell
D000124:Achievement; D001076:Aptitude; D002648:Child; D032882:Comprehension; D005544:Forecasting; D006801:Humans; D007802:Language; D008433:Mathematics; D008568:Memory; D011932:Reading; D012044:Regression Analysis; D012574:Schools; D014796:Visual Perception