Association between the bias to the right visual half-field and reading difficulties in primary school first-graders

Makashvili, Malkhaz and Atanelishvili, Ekaterine and Kashia, Nino and Korkelia, Marika and Tsiklauri, Giorgi and Kerashvili, Amiran and Chantadze, Lasha (2025) Association between the bias to the right visual half-field and reading difficulties in primary school first-graders. World Journal of Advanced Research and Reviews, 25 (2). pp. 2560-2564. ISSN 2581-9615

Introduction: The research data point to the association between reading difficulties and bias to the right side of the visual half-field in visual attention task performance in primary school children. Reading ability in these studies was assessed by the Rapid naming test or by using the teacher’s evaluation of the pupil’s reading ability. The current study was designed to extend data in this direction by directly evaluating reading in school first-graders. Observation: Study participants performed pen and pencil Star cancellation tasks. The side of the first cancelation (left or right) and the number of targets canceled on the left and right sides were registered. In the reading assessment trial, participants were requested to read the text. The time allocated for this task was 5 min. Mistakes such as incorrectly read words, omission of words, and overruns in time were registered. The right-sided bias to the visual half-field in Star cancellation task performance was found to be associated with the mistakes in reading. Conclusion: Some school first-graders demonstrate a bias to the right visual half-field in Star cancellation task performance. This bias is expressed in the prevailed target cancelations on the right side of the visual field. Bias to the right visual half-field is associated with reading difficulties, such as incorrect word reading and overruns of time allocated for reading