Abstract

Twelve college-age students who had either a low grade point average or visual perceptual problems were provided a program of sensory integration activities to determine whether sensory integration therapy would affect their academic performance. Selected reading tests were administered to establish a pre-test baseline. The students were then given a sequenced program of sensory integration activities designed to stimulate the vestibular system. After a 14-week period, reading tests were again administered.

Test results indicate a statistically significant improvement in reading skills and support the use of sensory integration therapy for individuals with difficulty learning at the college level.

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