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Collectively, these contribute to the development of visual-orthographic skills for the ability to recognize whether letters and numerals as correctly oriented. When visual-orthographic deficits are present, it can be associated with poorer reading performance.The Care Process 19¾ Chalkboard Circles Test.Body knowledge and control requires the conversion of a tactile stimulus into a motor response -- i.e., moving the extremities in response to touch-- while standing. The chalkboard circles test requires the simultaneous production of large circles with both hands symmetrically and reciprocally on a large chalkboard, with the eyes fixating straight ahead. Each of these two criterion referenced tests is scored by observing performance and comparing it to an age-related criterion.b. Laterality and Directionality¾ Piaget Right-Left Awareness Test¾ Reversals Frequency Test (RFT)¾ Jordan Left-Right Reversal Test, Revised¾ Test of Pictures / Forms / Letters / Numbers Spatial Orientation & Sequencing Skills (TPFLNSOSS).The criterion-referenced Piaget Right-Left Awareness test requires a response to verbal instruction to move a named extremity and to place objects to the right or left of another object. The Reversals Frequency and Jordan tests are both norm-referenced and require the recognition of correctly oriented letters and numbers. The Reversals Frequency Test has an execution subtest that evaluates the frequency of reversal errors that occur when writing letters and numbers from dictation. The norm-referenced TPFLNSOSS tests the ability to visually perceive forms, letters and numbers in the correct orientation and to visually perceive words with the letters in the correct sequence. 3. Visual Analysis Skillsa. Non-motor SkillsCommonly referred to as “visual perception,” non-motor visual analysis skills are the active processes for locating, selecting, extracting, analyzing, recalling, and manipulating relevant information in the visual environment. These processes represent one of the core skills for letter and number recognition, sight word vocabulary, and mathematical20 Learning Related Vision Problemsconcepts. Non- motor visual analysis skills have traditionally been subdivided into separate theoretical constructs: visual discrimination, visual figure-ground discrimination, visual closure, visual memory, and visualization.Visual discrimination is the awareness of distinctive features of objects and written language symbols, including form, shape, orientation, and size. Visual figure-ground discrimination is the ability to select and process an object or a specific feature of an object from a background of competing stimuli. Visual closure is the capacity to identify an object accurately when the details and features available for analysis and processing are incomplete. Visual memory is the ability to recognize or recall previously presented visual stimuli, whether individual or grouped in a specific sequence.
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