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  • Concentration

    A student's ability to keep the eyes and mind on a task long enough to gather all pertinent information can have a profound effect on how the student learns.

  • Cross-Patterning

    It has long been known that certain kinds of information may become trapped in various areas of the brain by ineffective processing.

  • Directional Awareness

    Directional awareness is the skill of movement or sequence. Seeing “b” as “d,” or “p” as “q,” reading “was” as “saw,” writing from right to left and not knowing right from left are all symptoms of low directional skills.

  • Eye Tracking

    One of the major visual skills needed to perform the act of reading is the ability of the eyes to track. During the act of reading, the eyes must accurately follow the lines of the text and move precisely from one word to the next.

  • Figure Ground

    The process of Figure Ground is the ability to focus on the “figure” or the important stimuli against a background of competing stimuli. The volume of stimuli coming to the brain at any given time is incredible. 

  • Motor Match

    Motor Match is the ability of the brain to respond within a given time frame. A weak motor match is often a problem for students who have difficulty with reading fluency.

  • Positioning

    This is the skill we use in determining where we are in relation to our physical and emotional world. Frequently, low positioning will cause an inaccurate perception of one’s relationship with others.

  • Size Perception

    The skill of size is the skill we use in understanding volume. When perception is too large, tasks may be seen as overwhelming. When perception is too small, tasks may be left to the last minute when completion is impossible.

  • Visual Memory

    Visual memory is particularly important in the process of reading. The brain treats each word as a shape. Each word creates its own unique shape, which the student must immediately recognize.