>The Impact of “Visual Closure” on Learning
(A) The Impact of “Visual Closure” on Learning
I know that it’s a terribly general statement, but I am always amazed by how much I don’t know … by how much there is to learn. Thankfully, rather than being discouraged I am always encouraged, curious, interested, even invigorated! I mean, certainly one’s learning curve as a teacher is truly amazing.
Recently I became aware of the impact that “visual closure” has on learning, & I was amazed.
What follows is my understanding (however limited) of the impact that visual closure has on learning … & it can be significant.
Rather than pretend to be an expert I have cut and pasted from articles. I have also included a screening checklist and some sites that have printable visual closure activities. (After all … I’d might as well throw in some practical/every day “stuff”.)
In the end I just hope that this all makes sense, and that someone finds this concept as interesting (& as useful) as I have!
“Visual closure is the ability to recognize an object from partial or limited stimulus or to form a “gestalt”.” (www.audiblox2000.com/learning_disabilities/visualclosure.htm) It is “the ability to visualize a complete whole when given incomplete information or a partial picture. This skill helps children read and comprehend quickly; their eyes don’t have to individually process every letter in every word for them to quickly recognize the word by sight. This skill can also help children recognize inferences and predict outcomes.” (www.childrensvision.com/reading.htm) It has an impact on a child’s ability to recognize sight words, and is related to reading comprehension, expression and organization. “Children with poor visual closure may have difficulty completing a thought. They may also confuse similar objects or words, especially words with close beginning or endings.” (http://www.childrensvision.com/reading.htm)
According to The Wichita Vision Development Center, “(c)urrent research shows that about 20% of school-aged children have undetected vision problems which are hindering their school performance. Many of these children have passed their school’s vision screening, which is only designed to check children’s distance vision as measured by the 20/20 line on the eye chart. Unfortunately, school screenings don’t check to see if children can coordinate both their eyes as a team, track print across a written page without losing their place, or comfortably adjust focus when looking from near to faraway. Children can have 20/20 eyesight, meaning normal distance vision, and still have vision problems in other areas.” (http://www.childrensvision.com/symptoms.htm)
(B) Initial Screening Tool:
In considering whether I ought to look at this (visual closure that is) in team meetings, I found the following checklist a particularly helpful screening tool. It has helped me to organize my thoughts and understanding. The checklist can be found at: http://www.childrensvision.com/symptoms.htm (P.S. If you scroll down you can “click here” for a printable version.)
(C) Visual Closure Activities:
The following sites include practical, printable activities for the classroom: