Visual Perceptual Skills: The Keys to Learning – Part 3

Visual Perceptual Skills:  The Keys to Learning, Part 3, Handwriting With Katherine        In our previous articles, we discussed the first four skills in the Visual Perceptual Skill Set:

·      Visual Attention
·      Visual Discrimination
·      Position in Space
·      Visual Spatial Relations
·      Visual Memory
·      Visual Sequential Memory
·      Visual Form Constancy
·      Visual Closure
·      Figure Ground

 

 

It was apparent that these skills set the stage for our ability to pay attention to our tasks, as well as to understand what our bodies can do and how we can manipulate them through space.

 

We will continue on our journey of discovery by taking a look at the next two visual perceptual skills:

Visual Memory and Visual Sequential Memory.

 

5.  Visual Memory is our ability to recall and store visual details in our short-term memory for use during automatic tasks such as handwriting, reading, and math.  It allows us to recognize the differences between the shapes and sizes of letters, to remember sight words, and to comprehend what we have read.  Visual memory is often described as a process by which we see an object in our “mind’s eye” and then retrieve a memory of that object in order to mentally identify it.

 

a.  Children who have difficulty with visual memory will often exhibit these signs:

(1)  Difficulty keeping up with his peers during handwriting tasks, needing to frequently “think about” the formation of the letters that form a word.

Visual Perceptual Skills:  The Keys to Learning, Part 3, Handwriting With Katherine
Sometimes children will appear bored when they are struggling with poor memory skills.

(2)  Difficulty copying from the board or a book, frequently losing his place and stopping to find the location of the last word he has written.

(3)  Demonstrates diminished comprehension after reading an age-appropriate story.

(4)  Difficulty following verbal directions that include over two-steps, usually only performing the last step that was provided to him.

(5) Demonstrates boredom and/or confusion during class or home work, tending to act as thought he was not interested in the task.

 

b. Activities that enhance visual memory include:

(1) Memory games, either board games or on-the-spot activities, provide “exercise” for the brain’s short-term memory.  Memory games can be constructed with everyday household items, such as feeding utensils, family photos, or crayons. Have the child look at them, name them verbally, and write them down, if he can.  If he is a beginning writer, have him draw a simple picture of each to enhance his memory.  Then, hide the items under a cloth and ask him to list them without using his vision.

(2) Copying pattern designs provides opportunities for children to use their visual short-term memory as they remember the colors or shapes that comprise the design.  Manipulatives, such as beads or blocks, enhance the development of visual memory by adding visual-motor input.

(3) Ask questions frequently that require the use of short-term memory, such as “What equipment did you use on the playground today?”  It also helps to reinforce any written directions with verbal ones, asking the child to repeat them to you to ensure that he has understood and remembered them.

 

6. Visual Sequential Memory is our ability to remember a series of numbers, letters, or objects that have been presented visually and to recall that sequence accurately.   We use this skill every day as we recall phone numbers or spell words such as “their” and “there.”

Sequential Memory I can teach my child
Story Sequencing is a fun way to enhance visual sequencing memory skills!

a. Children who have difficulty with visual sequential memory will often exhibit these signs:

(1) Difficulty remembering the alphabet or numbers in sequence.

(2) Difficulty sequencing letters in familiar words or numbers in a math problem.

(3) Difficulty copying from the board or a book without frequent errors.

(4) Difficulty recalling the sequence of events in a story or a familiar activity.

(5) Difficulty performing math problems.

 

 

 

b. Activities that enhance visual sequential memory include:

(1) Word search puzzles require a child to remember the sequence of letters that comprise the spelling of the word that he is locating on the page.

(2)  Board games that use numbers, letters, or words, such as bingo, provide opportunities to recall the shapes of letters and sequence of numbers or words.

(3) Movement games, such as Duck-Duck-Goose or Red Light-Green Light, require the child to remember the sequence of activities that comprise the rules of the game, as well as provide motor movement to enhance the development of memory skills.

 

 

Once again, it is clear to “see” that our vision skills are key facets in learning and literacy.

 

In the words of vision experts, 80% of what you perceive, comprehend and remember depends on the efficiency of the visual system.  And that makes vision an important detail to never overlook!

 

Please join us for the final segment in our journey of discovery as we unwrap the secrets of the Visual Form Constancy, Visual Closure, and Figure Ground skills!  Thanks for reading!

 

 

 

Did you miss Parts 1 and 2?  You can get them here!

 

Part 1:  The Cotton Ball Game is an excellent "attention-getter!"
Part 1: The Cotton Ball Game is an excellent “attention-getter!”
Visual Perceptual Skills:  The Keys to Learning, Part 2, Handwriting With Katherine
Part 2: Problems with balance can sometimes signal poor body awareness skills.

 

 

 

 

 

 

 

 

 

Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who owns and operates a clinic that specializes in the assessment and remediation of handwriting skills.  She can be contacted via her website, Handwriting With Katherine.

 

 

Disclaimer: The information shared on the Handwriting With Katherine website, blog, Facebook page, Twitter page, Pinterest page; the Wellness For Life:  Cape Cod blog; or any other social media is for general informational purposes only and should not be relied upon as a substitute for sound professional medical advice or evaluation and care from your physician/medical team or any other qualified health care providers. Therefore, the authors of these links/posts take no responsibility for any liability, loss, or risk taken by individuals as a result of applying the ideas or resources.

Visual Perceptual Skills: The Keys to Learning, Part 2

Visual Perceptual Skills:  The Keys to Learning, Part 2 Handwriting With Katherine
“Look Again” App for Visual Perceptual Skills

In our previous article, we discussed the first two skills in the Visual Perceptual Skill Set:

·      Visual Attention
·      Visual Discrimination
·      Position in Space
·      Visual Spatial Relations
·      Visual Memory
·      Visual Sequential Memory
·      Visual Form Constancy
·      Visual Closure
·      Figure Ground

 

It was apparent that these skills set the stage for our ability to pay attention to important details while we filter out those that are not needed to complete our task.

 

In this article, we will discover the importance of the two skills that provide us with a sense of space and how we relate to our bodies and objects within that space:   Position in Space and Visual Spatial Relations.

 

3.  Position in Space is a skill that develops from our own body awareness.  As a child learns about his left and right, top and bottom, front and back, he is able to transfer that information to the position of objects outside of himself.  He can recognize the difference between verbal directions that ask him to “place it on top” or “put it under” the table.  He is able to determine the difference between the letter “d” and the letter “b,” as well as the words “was” and “saw.”

 

a.  Children who have difficulty with position in space will often exhibit these signs:

(1)  Appears clumsy during moderate movement activities, such as walking down the hall, playing ball, climbing on playground equipment, or with activities that involve rhythm.   Frequently falls out of his chair without provocation and appears to be “clowning around.”

Visual Perceptual Skills:  The Keys to Learning, Part 2, Handwriting With Katherine
Problems with balance can sometimes signal poor body awareness skills.

(2)  Difficulty maintaining his distance from others or the walls, frequently bumping into them as he attempts to stand in line.

(3)  Demonstrates the inability to cross midline during fine and gross motor tasks by switching hands for use on the right or left of his body, not using his non-dominant hand to support the paper during handwriting tasks, or rotating his body when writing in order to avoid crossing midline.

(4)  Difficulty with fine motor activities, dropping his pencil frequently, or having trouble with age-appropriate clothing fasteners.

(5)  Difficulty applying the appropriate amount of pressure on pencils and feeding utensils or doesn’t seem to pay visual attention to those tasks.

 

b.  Activities that enhance position in space include:

(1)  “Simon Says” and “Hokey Pokey” continue to be two of the best fun activities to enhance body awareness in young children.  Using terms and directions such as left arm, right leg, move to the right or left, will provide a verbal link with the visual-motor input, creating a movement pattern and a memory of directional terms relative to his body (laterality).  Strugglers would benefit from hand-over-hand assistance from behind to direct movements.

(2)  Hide-and-Seek activities can be utilize movement with hidden objects scattered around a room or with visual input as in “I Spy” or hidden pictures books.  Again, it is important to use directional terms that create the visual image of object placement, such as on top of the bed, under the chair, on the left side of the page, in order to develop the concept of direction relative to objects outside of our body (directionality).

(3)  Obstacle courses, inside or out, can be created that include crawling, climbing, rolling, and hopping to provide the child with proprioceptive input that builds awareness of how one’s body works and how it can manage the manipulation of the space around it.

 

4.  Visual Spatial Relations is our ability to determine the placement of one object relative to another using our vision alone.  This allows us to judge distances during gross and fine motor activities (e.g., running or handwriting) and to reproduce objects when presented with a picture or model (e.g., copying from the board or a drawing).

a.  Children who have difficulty with visual spatial relations will often exhibit these signs:

Visual Perceptual Skills:  The Keys to Learning, Part 2, Handwriting With Katherine
Visual Spatial strugglers will find age-appropriate block patterns a difficult task.

(1)  Difficulty understanding verbal directions, such as “stand behind Joey.”

(2)  Difficulty performing gross motor activities as part of a team or in a group without frequent crashing into others or inaccurate aiming of the ball toward the intended target.

(3)  Difficulty with dressing activities, often attempting to don a coat or sweater backward or upside down or consistently placing shoes on the wrong feet, even after practice and with visual guides, such as a red lace in the right shoe.

(4)  Difficulty copying patterns with activities such as Legos or copying familiar words from the board in class.

(5)  Difficulty with fine motor tasks such as mazes or word searches, frequently returning to the same incorrect routes or missing letters as he scans the page.

 

b.  Activities that enhance visual spatial relations include:

(1)  Hopscotch, leap frog, and bean bag toss games are fun movement activities that encourage the development of spatial distances and the moderation of body movement to “hit the target.”  Be sure to begin with slow movements, working toward speed only after the child is able to perform the tasks efficiently.

(2) Arts and craft activities that include a visual model and/or written directions (depending upon the child’s skill level) work well to enhance fine motor spatial relations as the child manipulates his hands while he uses his vision for comparison.

(3)  Step-by-step written directions, such as a recipe, can help a more advanced skill learner to organize his visual input and to manage a 2-D space as he returns his eyes to the page after performing a step in the task.

 

Once again, it isn’t difficult to “see’ the important role that vision plays in our ability to understand our bodies, how they work, and the ways in which they manipulate the space around us.

 

Visual Perceptual Skills:  The Keys to Learning, Part 2, Handwriting With Katherine
It’s important to have a child’s vision assessed by a developmental optometrist.

 

In the words of  Mitchell Scheiman, O.D., FCOVD, FAAO, “Vision is our most far-reaching sense.”

And that makes it an important one for learning!

 

Please join us for our next segment as we discover the wonders of Visual Memory and Visual Sequential Memory skills.  Thanks for reading!

 

Visual Perceptual Skills:  The Keys to Learning, Part 1, Handwriting With Katherine
The Cotton Ball Game is an excellent “attention-getter!”

 

Did you miss Part 1?  You can catch it here!

 

 

 

 

 

Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who owns and operates a clinic that specializes in the assessment and remediation of handwriting skills.  She can be contacted via her website, Handwriting With Katherine.

 

 

Disclaimer: The information shared on the Handwriting With Katherine website, blog, Facebook page, Twitter page, Pinterest page; the Wellness For Life:  Cape Cod blog; or any other social media is for general informational purposes only and should not be relied upon as a substitute for sound professional medical advice or evaluation and care from your physician/medical team or any other qualified health care providers. Therefore, the authors of these links/posts take no responsibility for any liability, loss, or risk taken by individuals as a result of applying the ideas or resources.