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The second basic, writing, is very closely related to comprehension, as both are
vocabulary-oriented areas of learning. Comprehension and the ability to express ones
self in written language as well as to use expressive language verbally is laterality.
Laterality is ones ability to use one side of his body without the other side being
involved. Laterality influences word association. It is the root skill for how one talks and
takes in other peoples words. It determines whether one can recognize, understand, or
instantly see in his minds eye the difference between red and scarlet when reading a
beautiful poem. Laterality is the real basic for ones ability to communicate
throughout life because it represents comprehension and word usage skills. It is
vocabulary.
The third basic, arithmetic, is one of the most misunderstood subject that is studied in
school. How often is After all, shes very good in language and reads beautifully, so we
dont expect her to do well in math, used as an explanation for poor math grades or for
math grades significantly lower than grades in other subjects. Yet interestingly,
arithmetic has only one root skill that is different from reading and writing, bilaterality.
Arithmetic requires strong bilateral skills because it is a subject that requires mental
visualization of unseen quantity- conceptualizing on a regular basis. Bilaterality
provides the impetus for growth and fluency of conceptualization. How many people
have ever seen a million of anything? Yet, we multiply, divide and project all types of
mathematical operations into numbers that we have never actually experienced. The
child having difficulty in conceptualizing will find it difficult to maintain a quiet body.
This movement is often interpreted as an inability to attend to the business at hand.
However, to make a child sit still when his bilateral skills are not strong enough to
support the arithmetic functions of his assignment is like asking him not to breathe.
The thirteen developmental skills, singly and in combination, correlate to specific
academic subjects and mental processings. The level of proficiency of these skills is
demonstrated daily in the classroom and at home. The signals that are sent to teachers
and parents are often times not received. When these S.O.S. signals are picked up by a
childs support adults and efforts are made to improve the proficiency of the weak skill,
or skills, the speed with which growth occurs is startling. Developmental skills in
children under 11 respond quickly because the children are still in the period of their lives
when these skills grow naturally if they are provided with an environment conducive to
their use and the opportunity to use that environment. However, older children and adults
can also improve their developmental skills but the results are slower in coming and the
activities must be more concentrated.
Does your child have his real basics or is he sending out an S.O.S.?
About the Authors:
Dr. Verna Peterson and W. Jean Foster are the program directors and consultants for
Academic Skills Services, Inc.s Learning Center. All types of educational testing,
screening, remediation, and tutoring are available. The Developmental Assessment for
motor skills is available only at the Learning Center. All ages from pre-school to
university level students find answers and results at the learning place in the village.
LOCOMOTOR
LEARNING
INSTITUTE
DEFINITIONS OF DEVELOPMENTAL SKILLS
Body Awareness
An understanding of ones body, its individual parts, and how the body works in relation
to itself, other objects and other people.
Spatial Awareness
The ability to work within ones own space; the ability to organize people and objects in
relation to ones own body.
Balance
The ability to assume and maintain a position or activity when in contact with Mother
Earth or her substitute.
Dynamic Balance
The ability to maintain control of the body when suspended in air (not touching Mother
Earth) for a length of time. For example: Jumping.
Cross-Laterality
The ability to use opposite sides of the upper and lower body at the same time in a
smooth, rhythmic manner.
Laterality
The ability to use one side of the body smoothly and evenly while being able to
distinguish between left and right sides of the body.
Bi-Laterality
The ability to use the upper and lower parts of the body independently.
Tracking
The ability to perform tasks involving objects and people against a vertical or horizontal
plane outside ones own space.
Center-line
The ability to perform tasks directly centered on oneself and to be able to work to either
side of ones centerline.
Eye-Foot Coordination
The ability to use the eyes and hand together to accomplish a given task.
Eye-Hand Coordination
The ability to use the eyes and hand together to accomplish a given task.
Eye-Hand-Foot Coordination
The ability to use the eyes, hands, and feet together to accomplish a given task.
Locomotor
The ability to move from one point to another using any basic movement or combination
of movements in a smooth, fluid manner without breaking the pattern of the movement.
LOCOMOTOR
LEARNING
INSTITUTE
DEFINITIONS OF COGNITIVE SKILLS
CONCEPTUALIZATION
The ability to accept and translate new ideas in relation to already existing ideas and
information.
PATTERNING
The ability to recognize, see, the order in a series of items or the repeating schemes.
VISUAL DISCRIMINATION
The ability to recognize parts within a whole; the ability to recognize shapes, sizes, etc.
PERCEPTUAL SPEED
The speed with which one responds and processes that which is seen.
VERBAL ABILITY
The ability to express ones self with oral vocabulary.
COGNITION
The ability to translate ones sensorial experiences into the learning process.
REASONING
The ability to form decisions, conclusions, judgments, or inferences from information
being presented.
MEMORY
The ability to recall facts (either long term or short term).
Activity
Body Awareness
Spatial Awareness
Puzzle, Manipulatives
Obstacle courses set-up on driveway
for tricycle or bicycle
Balance
Dynamic Balance
Cross-Laterality
Laterality
Bi-Laterality
Cognitive Area
Activity
Conceptualization
Patterning
Verbal Ability
Visual Discrimination
Perceptual Speed
Cognition
Charades Password
Wheel of Fortune
Reasoning
Solitaire, Monopoly
Rummy (animal and
regular)Tic-Tac Dice
Yahtzee, Spill and Spell
Memory
Memory, Concentration
Card games