This monograph summarizes statistical data on the 1963 standardization sample of over 2100 unselected nursery school and public school children between the ages of 3 and 9 yr. who were tested with the Marianne Frostig Developmental Test of Visual Perception. The test contains five subtests, assessing relatively distinct functions. It may be administered either individually or to groups. Reliability and validity studies support use of the test as the basis for remedial training programs in visual perception.
Because intelligent behavior depends on the development of all psychological functions and upon their integration, remedial training, although it may focus upon one area, must take into account all areas. Specific examples are given as to how visual perceptual exercises may also be used to enhance the child's development in language, sensory-motor functions, higher thought processes, integrative abilities, and social and emotional growth. Principles of teaching, such as over-learning, directing attention, individualization, and personalization apply to ability training as well as to teaching of academics. Facilitation of transfer of initial visual perceptual training to academic skills is discussed and illustrated,
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