VISUAL MOTOR INTEGRATION
Child's ability to accurately interpret and reproduce
visually presented symbols.
A. Use dot-to-dot or number to number pictures.
B. Make class booklets of cloth with buttons and button
holes, zippers, ribbons to be tied, hooks and eyes to
open and close, etc.
C. Form objects, letters, numbers, etc. of clay.
D. Use fine motor games such as jacks, or relay races while
carrying an object in a spoon, etc.
E. Have the child prepare refreshments for school snack
time, pouring Kool Aid, milk, spreading peanut butter,
F. Have the child make collages with cut out pictures,
letters, words, shells, beads, etc. Let the children
use the typewriter to help in coordination, sequencing,
and rhythmic hand-eye movements.
G. Use mazes, bead stringing, etc.
H. Have child reproduce designs on a peg board, lite brite,
I. Use of Frostig Visual- Motor exercises.
Upper Primary Level
A. Use color by number or paint by number exercises.
B. Craft work such as model making, making figurines,
baskets, etc. as gifts for parents.
C. Advanced mazes, coloring exercises, etc.
D. Use of puzzles.
E. Use of spirograph to produce geometric designs.
F. Use of figure ground exercises-such as "find the hidden
G. Use of paper cutting and folding exercises.
A. Have the child make and learn how to read and use maps.
B. Have the child construct and use charts, graphs, etc.
C. Use of advanced mazes, puzzles, etc.
D. Use of model building and painting should be encouraged.
E. Have the child construct string art projects.