Does a visual-orthographic deficit contribute to reading disability?

In this study, visual-orthographic skills were defined as the ability to recognize whether letters and numerals are correctly oriented. Aims were to investigate whether visual-orthographic skills would contribute independent variance to reading, and whether children with a visual-orthographic deficit would be more impaired readers than similar children without this deficit. Participants were 207 children, aged 8 to 10 years, who attended school in a small suburban community. Because of the evidence that phonological awareness and naming speed are strongly related to reading, visual-orthographic skills were entered into hierarchical regression analyses following these variables. With age, verbal IQ, and verbal short-term memory also controlled, visual-orthographic skills accounted for significant independent variance in all reading measures. When children with a visual—orthographic deficit (29% of the sample) were compared with those without this deficit, they were significantly lower on all reading variables. At 8 to 10 years of age, reading progress of some children continues to be hampered by a problem in orthographic memory for the orientation of letters and numerals. Such children will require special attention, but their problems may be overlooked. As recommended by Willows and Terepocki (1993), there is need for further research on the phenomenon of letter reversals when they occur among children beyond first grade.