Οπτικοχωρικές ικανότητες και οπτική μνήμη σε μαθητές με δυσλεξία

Abstract

Introduction: Although there are indications that dyslexia is overrepresented in professions requiring increased visual-spatial abilities, such as artists and engineers, research data on the visual-spatial abilities of dyslexics are contradictory. Some studies suggest that developmental dyslexia is associated with high visual-spatial abilities and talents, while others report that dyslexia may be associated with visual-spatial deficits.
Purpose: The aim of the present study was to investigate the visual-spatial abilities and the visual memory system in students with and without dyslexia with a view to contrast these two groups, taking into account the influence of age.

Methodology: The study involved 91 5^th and 6^th grade primary school students who were diagnosed with dyslexia by public diagnostic centers and their performance was compared to those of their typically developing classmates. The two groups were matched for age and sex and examined through the copying and mnemonic reproduction of the Rey-Osterrieth's Complex Figure.

Results: Analysis revealed statistically significant differences between dyslexic and typically developing students when copying the complex figure and revealed the significant influence of age. However, no significant differences were found between the two groups in the mnemonic reproduction of the complex figure despite the existence of statistically significant differences between the age groups.

Discussion: These findings suggest that children with dyslexia have deficits in visual-spatial abilities but do not exhibit cognitive deficits that affect the visual memory system. These findings are discussed in relation to previous findings and hypotheses about the aetiopathogenesis of developmental dyslexia.