Visual processing: what parents need to know

By Usha Patel

‘My son’s Educational Psychologist Report revealed he has visual processing problems. I am so confused because I take him to the optician regularly and they never mentioned any problems.’

Parents are often ba led when they learn things are not as they seem where their child’s eyes are concerned. Opticians will check your child’s eye health and how well their eyes work in terms of taking in visual data – and maybe prescribe glasses –but this is only half the story. The other half of how vision works is how our brains interpret what we see.

What is visual processing and how does it a ect learning?

Visual processing is an umbrella term for several activities that our eyes and brain must perform together. The success of these activities is fundamental to learning as they a ect reading, copying and understanding what is being read.

The brain, the eyes and their muscles all need to work together. An optician does not test for this, so it may be that visual processing problems come to light in other ways. As parents, there are many indicators you can look for.

If your child cannot move their eyes smoothly across a horizontal line of a script when reading or vertically when calculating column sums, it could be that they have a tracking di iculty.

If your child cannot successfully move and focus from one word onto the next, this could be a fixation issue. They may re-read, go back or skip forward when reading a sentence.

If both eyes do not work well as a team to form one picture, then your child may have binocular visual di iculties; often these children see double.

If your child has di iculties throwing and catching a ball, these are also related to reading tasks. The eyes need to converge on one focal point when the ball comes nearer and then diverge as it moves away. Convergence is also needed for close reading and for the ability to hold that position when reading over a longer period. Divergence is needed when reading from the whiteboard; both are needed if they are copying from the board.

Those children with a poor field of vision can only focus on one item at a time and may find it a challenge to see a line of text. In play situations, they also may not notice who is around them.

If your child continues to confuse letters such as ‘b’ and ‘d’ or misreads words such as ‘spot’ and ‘stop’ beyond the developmental phase (after age 6), then this would be considered visual-perceptual di iculties.

Undetected visual processing di iculties can hinder learning by slowing down how quickly visual information is absorbed and understood. Parents with children with special education needs (SEN) can learn a lot by watching their child read.

What help is available?

Infinity-Walk and Primitive Reflex Integration Therapy can help children with one or a number of those problems mentioned above.

It takes around six weeks to stop children from reversing their letters; once they are sure of the letter direction they can read with less di iculty.

Using one-to-one therapy combined with tried and tested phonics programmes, such as Alpha to Omega helps make changes to how children process visual information in as a little as twelve weeks.

Usha Patel is a neurocognitive therapist at Raviv Practice London. For more information, including about Infinity-Walk and Primitive Reflex Integration Therapy, visit www.ravivpracticelondon.co.uk

Duck or Rabbit?

There are several famous and fascinating examples of visual processing which you may have seen already. The duck which can also be seen as a rabbit is one example of this (see above). Another example is the young woman who is also an old woman.

It might take you a minute to see both images. Our brain can interpret the lines of an image di erently, depending on how you focus your attention, and this is your brain using visual processing to make sense of what you see.

Visual processing problems

Look out for:

Tracking problems, resulting in slow reading speed.

Di iculties throwing and catching a ball.

Feeling tired or exhausted when reading and even falling asleep because the eye muscles cannot hold that position for long periods.

Reading one or two words at a time and not easily linking the words to form a flowing sentence.

Being unsure of what sound letters need to produce because your child sees them in reverse or out of sequence.