Caracterización del estado de las habilidades visoperceptuales y de la lectura en estudiantes de cuarto y quinto grado de la Institución Educativa Salesiano de Bucaramanga en el año 2025

Abstract

Introduction: Visual-perceptual skills enable individuals to interpret their surroundings through visual stimuli; therefore, they are important for learning and the reading process. General Objective: To characterize the influence of visual-perceptual skills on the reading process among fourth- and fifth-grade students at the I.T. Salesiano in Bucaramanga in 2025. Methodology: This study was conducted with visually healthy students and those with corrected ametropia. Each student participated in a visual screening where different visual functions were assessed. Additionally, the TVPS-3 and TALE tests were administered individually to evaluate visual perceptual skills and reading ability. Results: A total sample of 48 students was evaluated, comprising 18 females (37.5%) and 30 males (62.5%). On the TVPS-3, the sub-skill with the highest number of correct responses was spatial relations, and the sub-skill that presented the greatest difficulty was visual closure. Regarding the TALE test, a median of three errors was reported for the entire Level II text, with a median reading time of 119 seconds; for reading comprehension of Text II, a median of 8 correct answers was obtained. Discussion: A large portion of the population exhibited the following sociodemographic characteristics: socioeconomic status level 3, not registered in the Sisben system, enrolled in 5th grade, and a median age of 10 years. The most prevalent refractive error was right-eye astigmatism. The visual subskill with the best performance was spatial relationship, while the one with the greatest difficulty was visual closure.