Visual Perception (The diagonal lines are parallel.)

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Visual Perception
What are they really looking at?
Teaching Attention to Print
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Visual Perception(The diagonal lines are
parallel.)
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Teaching our eyes/brains what to expect
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Acts of Perception

• Expectancy
• Attending
• Sensory Reception
• Trial/Check
• Decision
• Change Over Time p. 157

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There are no curved lines in this drawing. A
ruler would prove the point. What do kids see
when they compare their letter formation to the
words in books?
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1 l I I 2 S 5 Z 3 E S 0 o O 6
g b 9 g q p 8 g
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l i h n m r o c a d
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b d p q u n
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Samples From The Batak Alphabet
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Samples From the Simalungun/Timur Alphabet
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For emerging readers, letters are three times
more difficult to identify when located within
text than in isolation.
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However, this does NOT mean that we should wait
until a child has learned all of his letters
before we begin to teach him to read continuous
text. This item knowledge can continue to
accumulate as the child works on continuous text.
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The Power of Writing in Building an Efficient
Visual Processing System
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Writing can contribute to the building of almost
every kind of inner control of literacy learning
that is needed by the successful reader. By
Different Paths to Common Outcomes Marie Clay p.
130
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What Can Writing Offer to Learning to Read?

• Writing fosters slow analysis, forcing attention
  to detail.
• Writing highlights letter forms, letter
  sequences, and letter clusters.
• Writing seduces the learner into switching
  between different sources of knowledge (that is,
  levels in the hierarchy of information in print.).

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• Links can be made from known information to new
  information. Comparisons and contrasts can lead
  to self-corrections in writing analogous to
  self-correcting in reading.
• Writing extends the childs bank of known words
  with which to monitor and hold together sentence
  structure when reading.

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The Flexibility Principle

• How far may a letter vary and retain its
  identity?
• A a A a a A A a A a a a A
• n n n h n r n u n h

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When Can Writing Behaviors Hinder the Development
of an Effective Visual Processing System?

• When the child has significant letter confusions
• When the child has a limited writing vocabulary
  to assist him in reading
• When writing is slow and labored rather than
  fluent

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How do I assist a child in straightening out
letter confusions?

• Dont make assumptions which allow him to
  continue to practice the confusion.
• Teach proper letter formation rather than
  allowing the child to draw his letters.
• Teach letter formation by describing the pattern
  of movement rather than the visual image.

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Three Ways of Remembering Guidebook p. 24 1.
Movement - Parietal Lobe 2. Words - Temporal
Lobe 3. Visual Form - Occipital Lobe Parallel
processing of motor and cognitive functions also
helps us when we are experiencing learning
difficulties. For example when a child is having
difficulty remembering how to make a letter,
saying the words to direct her attention will
generally assist recall. Teaching Struggling
Readers p. 37
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When the eye and ear and hand are jointly
involved in the management of a task they send
three different messages to the brain, messages
picked up by different senses. Change Over
Time p. 16
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Through repetition the action sequence will
become myelinated and a memory will begin to form
that will help with recall. Teaching Struggling
Readers p. 98 The more the action sequence is
repeated, the more myelin is produced and the
stronger and faster a memory of that action
sequence will be formed. Teaching Struggling
Readers p. 105
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One way of remembering a word in all of its
detail is to be able to write it. This requires
one to have learned a little program (like
a computer program) which produces the word from
the beginning to end, with all its parts in the
right order. Guidebook p. 27
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Continuing to Foster an Efficient Visual
Processing System When Using Emergent Texts

• Use books that provide known information with
  which to monitor.
• Hold children accountable for monitoring with
  what they know.
• Avoid a steady diet of patterned texts.