Received: 20.06.2022; Accepted: 18.07.2022; Published on-line: 24.08.2022

Neuropsychological diagnostics and correction of reading disorders in visually impaired children

M. K. Kremenchutska, O. L. Kiparenko, L. D. Chykur, V. V. Pundiev, I. V. Dobrynina

Odesa I. I. Mechnikov National University; Odesa (Ukraine)


TO CITE THIS ARTICLE: Kremenchutska MK, Kiparenko OL, Chykur LD, Pundiev VV, Dobrynina IV. Neuropsychological diagnostics and correction of reading disorders in visually impaired children. J.ophthalmol.(Ukraine).2022;4:68-74. 


From year to year, there has been an increase in the number of children with poor reading skills. The paper focuses on a neuropsychological approach to assessing reading learning difficulties in visually impaired children.

Purpose: To examine the impact of neuropsychological characteristics on reading learning difficulties in visually impaired children.

Material and Methods: The study sample included 72 children aged 8-12 years; of these, 36 had a vision impairment. We used a battery of neuropsychological tests proposed by Luria and adapted for children by Glozman. Statistical analysis was conducted using IBM SPSS Statistics 23 software.

Results: There was a significant difference (p < 0.05) in neuropsychological test results between the experimental group and controls. The neuropsychological symptom complex (cluster) for visually impaired children comprises certain markers of regulation and control like  Difficulties in Memorizing a Series of Elements, Difficulties in Retaining Semantic Elements of a Text, Immaturity of Holistic Reading, Slow Reading, Impossibility to Make a Program for an Arithmetic Problem, Difficulties in Naming the Found Category, and Situational Generalization.

Conclusion: It was found that the degree of the maturity of neuropsychological characteristics (regulation mechanisms) in the domains of motor and intellectual functioning has an effect on learning difficulties in reading in visually impaired children. Understanding the neuropsychological mechanisms of reading disorders in visually impaired children has a key value for neuropsychological differential diagnosis with subsequent correct identification of targets for neuropsychological correction.

Keywords:  reading disorders, dyslexia, neuropsychological diagnostics, neuropsychological correction, visually impaired children, difficulties in regulation and control


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Author Contribution: 

Kremenchutska M. K.: concept development, design, data collection, data analysis and interpretation, manuscript preparation/writing/review; 

Kiparenko O. L.: concept development, design, data analysis and interpretation, manuscript preparation/writing/review; 

Chykur L. D.: data collection and research, manuscript preparation/writing/reviewing; 

Pundiev V. V.: analysis and interpretation of data, preparation of the manuscript/writing; 

Dobrynina I. V.: manuscript preparation/writing/reviewing. 

All authors analyzed the results and agreed on the final version of the manuscript.

Conflict of interest: The authors declare that there is no conflict of interest that could influence their opinion regarding the materials of this manuscript.

Sources of support: none.