Impacto del Déficit de la Discriminación Visual en Niños de 5-7 Años en las Actividades Escolares y el Juego: Revisión de Mapeo

Abstract

Este estudio presenta como objetivo: identificar el impacto del déficit de la discriminación visual en las actividades escolares y el juego en niños de 5 – 7 años a través de una revisión de mapeo. Metodología: Esta investigación es una revisión documental de mapeo, realizando una búsqueda sistemática de la información exhaustiva de estudios potencialmente relevantes, de los últimos 8 años en los idiomas inglés y español. Resultados: Se realizó el análisis de resultados por cada objetivo donde se incluyeron las categorías principales como son la “Percepción visual”, “sistema visoespacial” e “integración visomotriz” donde inicialmente se realiza una matriz que permite organizar los artículos de acuerdo a los criterios de inclusión y exclusión, y así mismo realizar una correlación de los estudios que se seleccionaron, de igual manera se incluye un análisis de acuerdo a la fuente de información, los países de producción de documentos, el idioma, los tipos de documentos y el factor de impacto. Conclusiones: Se puede indicar que impacto con relación al déficit de la percepción visual se ve reflejado en la habilidad escrita (reconocimiento, la alineación, la legibilidad y el tamaño de las letras) y en la lectura (velocidad y comprensión de lectura). En relación con el sistema visoespacial las dificultades se relacionan más en la habilidad matemática teniendo desafíos en la percepción espacial, visualización espacial y rotación mental, a nivel de escritura las fallas más frecuentes están en la ortografía, por último, relacionando la no integración visomotriz trae consigo problemas como la disgrafía y la mala caligrafía.

Objective: to identify the impact of visual discrimination deficit on school activities and play in children between ages 5 to 7, through a mapping review. Methods: this research is a mapping documentary review, carrying out an exhaustive, systematic research of potentially relevant studies from the last 8 years in both English and Spanish languages. Results: the analysis of results was performed for each objective, where the main categories -such as "Visual perception", "visuospatial system" and "visuo-motor integration"- were indexed using a matrix according to inclusion and exclusion criteria, then selected studies were analyzed to find correlation. Likewise, an analysis is included taking into account the source of information, countries of document production, language, types of documents and impact factor. Conclusions: visual perception deficit is likely to affect written ability (recognition, alignment, legibility, font size) and reading skills (speed and comprehension reading). For the visuospatial system, the effects are more related to the mathematical ability: kids face challenges regarding spatial perception, spatial visualization and mental rotation. In referring to writing, the most frequent failures are at spelling. Finally, concerning non-visuo-motor integration, it brings problems such as dysgraphia and messy handwriting.

Objective: to identify the impact of visual discrimination deficit on school activities and play in children between ages 5 to 7, through a mapping review. Methods: this research is a mapping documentary review, carrying out an exhaustive, systematic research of potentially relevant studies from the last 8 years in both English and Spanish languages. Results: the analysis of results was performed for each objective, where the main categories -such as "Visual perception", "visuospatial system" and "visuo-motor integration"- were indexed using a matrix according to inclusion and exclusion criteria, then selected studies were analyzed to find correlation. Likewise, an analysis is included taking into account the source of information, countries of document production, language, types of documents and impact factor. Conclusions: visual perception deficit is likely to affect written ability (recognition, alignment, legibility, font size) and reading skills (speed and comprehension reading). For the visuospatial system, the effects are more related to the mathematical ability: kids face challenges regarding spatial perception, spatial visualization and mental rotation. In referring to writing, the most frequent failures are at spelling. Finally, concerning non-visuo-motor integration, it brings problems such as dysgraphia and messy handwriting.

Objective: to identify the impact of visual discrimination deficit on school activities and play in children between ages 5 to 7, through a mapping review. Methods: this research is a mapping documentary review, carrying out an exhaustive, systematic research of potentially relevant studies from the last 8 years in both English and Spanish languages. Results: the analysis of results was performed for each objective, where the main categories -such as "Visual perception", "visuospatial system" and "visuo-motor integration"- were indexed using a matrix according to inclusion and exclusion criteria, then selected studies were analyzed to find correlation. Likewise, an analysis is included taking into account the source of information, countries of document production, language, types of documents and impact factor. Conclusions: visual perception deficit is likely to affect written ability (recognition, alignment, legibility, font size) and reading skills (speed and comprehension reading). For the visuospatial system, the effects are more related to the mathematical ability: kids face challenges regarding spatial perception, spatial visualization and mental rotation. In referring to writing, the most frequent failures are at spelling. Finally, concerning non-visuo-motor integration, it brings problems such as dysgraphia and messy handwriting.

Objective: to identify the impact of visual discrimination deficit on school activities and play in children between ages 5 to 7, through a mapping review. Methods: this research is a mapping documentary review, carrying out an exhaustive, systematic research of potentially relevant studies from the last 8 years in both English and Spanish languages. Results: the analysis of results was performed for each objective, where the main categories -such as "Visual perception", "visuospatial system" and "visuo-motor integration"- were indexed using a matrix according to inclusion and exclusion criteria, then selected studies were analyzed to find correlation. Likewise, an analysis is included taking into account the source of information, countries of document production, language, types of documents and impact factor. Conclusions: visual perception deficit is likely to affect written ability (recognition, alignment, legibility, font size) and reading skills (speed and comprehension reading). For the visuospatial system, the effects are more related to the mathematical ability: kids face challenges regarding spatial perception, spatial visualization and mental rotation. In referring to writing, the most frequent failures are at spelling. Finally, concerning non-visuo-motor integration, it brings problems such as dysgraphia and messy handwriting.

Objective: to identify the impact of visual discrimination deficit on school activities and play in children between ages 5 to 7, through a mapping review. Methods: this research is a mapping documentary review, carrying out an exhaustive, systematic research of potentially relevant studies from the last 8 years in both English and Spanish languages. Results: the analysis of results was performed for each objective, where the main categories -such as "Visual perception", "visuospatial system" and "visuo-motor integration"- were indexed using a matrix according to inclusion and exclusion criteria, then selected studies were analyzed to find correlation. Likewise, an analysis is included taking into account the source of information, countries of document production, language, types of documents and impact factor. Conclusions: visual perception deficit is likely to affect written ability (recognition, alignment, legibility, font size) and reading skills (speed and comprehension reading). For the visuospatial system, the effects are more related to the mathematical ability: kids face challenges regarding spatial perception, spatial visualization and mental rotation. In referring to writing, the most frequent failures are at spelling. Finally, concerning non-visuo-motor integration, it brings problems such as dysgraphia and messy handwriting.