Frequently Asked Questions

Vis-CAT is based on the Novel Dot Pattern Assessment (NDPA) methodology, an evidence-based screening approach developed through research into visual cognition and visual processing skills in children. 

Vis-CAT was developed by Dr Christine Nearchou, an optometrist, educator, vision scientist and researcher with more than 35 years[1] of experience in paediatric eye health and vision science.      

Visual processing skills play an important role in reading, writing, spelling, comprehension, and classroom learning. Identifying and addressing difficulties early can help children access appropriate support and maximise their learning potential. 

Visual processing is how the brain interprets and makes sense of what the eyes see. It is different from eyesight. A child can have excellent eyesight but still experience difficulties processing visual information, sometimes described as a visual processing disorder 

Eyesight refers to how clearly a person sees. Visual processing refers to how the brain understands and organises visual information. An eye test may show normal vision while visual processing difficulties can still affect learning. 

Yes. Visual processing difficulties are not caused by poor eyesight. A child may have healthy eyes and good eyesight, yet still experience challenges because the brain has difficulty processing and interpreting visual information. 

Yes. Visual processing difficulties can sometimes appear as inattention, lack of focus, poor motivation, or learning difficulties. In some cases, a child’s learning challenge or behaviour maybe misunderstood because the underlying visual processing challenge has not been identified. 

Signs may include:

• Losing place while reading or skipping lines

• Re-reading the same sentence

• Reversing letters or numbers

• Difficulty copying from a board

• Problems remembering visual information

• Becoming overwhelmed by cluttered environments

• Difficulty finding objects that appear obvious to others

• Struggling with organisation, reading, writing, spelling or maths tasks

These signs do not automatically indicate a visual processing difficulty, but they may warrant further investigation.

Visual processing skills play an important role in reading, writing, mathematics, attention, organisation, and classroom learning. Difficulties in these areas may make learning more challenging and can sometimes affect a child’s confidence and emotional wellbeing. 

Most children complete the assessment within a few minutes. The exact time may vary depending on age and level of engagement. 

Yes. Retesting may be recommended as part of ongoing monitoring or if new concerns arise. Children can be retested up to two more times using the same test to ensure the child’s result is a good representation of their visual processing skills. 

Like any assessment, performance can be influenced by factors such as fatigue, distraction, illness, or motivation. If you feel these factors affected the result, you may wish to discuss whether retesting is appropriate. 

No. Vis-CAT is not a school test and there is no pass or fail result. The assessment is designed to help identify whether a child may benefit from additional support or investigation 

A LOW RISK result indicates that your child’s assessment did not identify significant signs of visual processing difficulties at this time. This is a good result and suggests your child is currently performing within the expected range for their age.

A HIGH RISK result suggests that your child may be experiencing significant visual processing difficulties. We recommend discussing the results with an appropriate eye health or educational professional who can provide further assessment and guidance. 

No. Vis-CAT is a screening tool, not a diagnostic tool. It helps identify children who may benefit from further investigation and support. 

Learning difficulties can have many causes. A LOW RISK result suggests that visual processing difficulties are less likely to be a significant factor, but if concerns remain, we recommend discussing them with your child’s teacher, GP, optometrist, or another relevant professional. 

Early identification allows parents, educators, and health professionals to provide appropriate support before difficulties begin to significantly affect learning, confidence, and wellbeing. Earlier intervention can help children access strategies and accommodations that support their success. 

Children develop rapidly in their early primary years, and visual processing skills can change over time. Regular screening helps ensure that any emerging concerns are monitored and identified early. 

Yes. Regular eye examinations are important for every child, regardless of their Vis-CAT result. Eye health and visual processing are related but are different areas of children’s eyecare and vision development. 

You may wish to speak with your child’s teacher, an optometrist, behavioural optometrist, GP, or another relevant health or educational professional.