Visual Perceptual Skill Building Series Book 1 Book 2. Written by. Raya Burstein

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1 Visual Perceptual Skill Building Series Book 1 Book 2 Written by Raya Burstein Copy Protected PDF The buyer of an ebook can legally keep a copy of the ebook on two different devices. The pages in the ebook are watermarked, digitally monitored, and contain a unique sales identifier, tagged to each buyer, to ensure adherence to the terms of this agreement. Illegal distribution of the copyrighted material in an ebook can result in fines and/or jail time THE CRITICAL THINKING CO. Phone: Fax: P.O. Box 1610 Seaside CA ISBN Reproduction of This Copyrighted Material The intellectual material in this product is the copyrighted property of The Critical Thinking Co. The individual or entity who initially purchased this product from The Critical Thinking Co. or one of its authorized resellers is licensed to reproduce (print or duplicate on paper) up to 35 copies of each page in this product per year for use within one home or one classroom. Our copyright and this limited reproduction permission (user) agreement strictly prohibit the sale of any of the copyrighted material in this product. Any reproduction beyond these expressed limits is strictly prohibited without the written permission of The Critical Thinking Co. Please visit for more information. The Critical Thinking Co. retains full intellectual property rights on all its products (ebooks, books, and software).

2 TABLE OF CONTENTS Table of Contents Section Introduction Visual Discrimination Visual Closure Visual Figure Ground Visual Form Constancy Visual Memory Visual Sequential Memory Visual Spatial Relationships Answers Page iv The Critical Thinking Co iii

3 INTRODUCTION To the Teacher or Therapist Introduction This book builds on the skills developed in Visual Perceptual Skill Building Book 1. This book can also be used without the first book for those students who are in need of more challenging items on a Grade 2 4 level. This book is intended for children and adults who require further proactive learning in the following types of exercises: Visual Motor/Graphomotor Skills Visual Discrimination Visual Closure Visual Figure Ground Visual Form Constancy Visual Memory Visual Sequential Memory Visual Spatial Relationships The emphasis is on the development of visual perceptual skills necessary in today s world of academic learning, computers, and early career skills training, which have changed immensely, both technologically and socially. Schneck & Lerner (1993, p.11) adopt the definition of visual perception as the process of reception and recognition of visual stimuli. Perception relies on continuous extraction of information from external stimuli such as places, objects, and events (Schneck & Lerner, 1993). Visual perception is a learned process by which the information gathered from input from the optic nerve is used to process, analyze, store, and respond as a result. Visual perception enables the individual to accurately decipher size, configuration, and spatial relationship of objects (Bouska, Kauffman, Marcus, 1990). Deficits in visual perception may be identified by standardized tests, including the Motor Free Visual Perceptual Test (Colorusso and Hammill, 1972) or the Test of Visual Perceptual Skills (Gardner, 1982). Deficits in visual motor/graphomotor may be identified by the Beery Buktenica Developmental Test of (Beery, Buktenica, 1997). Visual perception is among the last skills a child develops. Abilities such as concentration and behavioral organization are an essential part of academic learning capacity. Good neurological integration contributes to self-esteem, self-confidence, and self-control. None of the aforementioned functions develop at exclusively one age; rather, the child works at each level of sensory integration throughout childhood. Adequate skills in the areas of visual perception and memory are necessary links for underlying development; thus, the enhancement of the individual s well-being and self-concept are important goals in early training. Every effort should be made to ensure that deficits be identified and corrected when suspected, making sure that the individual is better able to adapt and cope in life socially, economically, and recreationally. AUTHORS MENTIONED IN THE LITERATURE REVIEW Beery, K. and Buktenica, N. (1977) Developmental Test of. Modern Curriculum Press, Piscataway. Bouska, M.J., Kauffman, N.A. and Marcus S. (1990) Disorders of the Visual Perceptual System, D. Umphred (ed), Neurological Rehabilitation 2nd edition, ;713. F.A. Davis, Philadelphia. Colarusso, R.P. and Hammill, D. (1972) Motor Free Visual Perception Test. Academic Therapy, Novato. Gardner, M.F. (1982) Test of Visual Perceptual Skills (Non-Motor). Washington Special Child Publications, Seattle. Schneck, C. & Lerner, P. (1993) Reading and Visual Perception. American Occupational Therapy Association Self Study Series, Rockville. iv 2000 The Critical Thinking Co

4 COPYING THE FIGURE DIRECTIONS: Copy the figure shown on the left onto the grid on the right The Critical Thinking Co

5 COPYING THE FIGURE DIRECTIONS: Copy the figure shown on the left onto the grid on the right The Critical Thinking Co

6 COPYING THE FIGURE DIRECTIONS: Copy the figure shown on the left onto the grid on the right The Critical Thinking Co

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