These skills are related to the student’s ability to integrate visual information processing skills with fine motor movement. It is sometimes known as eye-hand coordination. A very concrete example of task requiring eye-hand coordination is catching a ball. A child must make many visual judgments about the ball including speed and direction and then translate the visual judgments into appropriate motor responses of his hand and body. If the visual-motor integratin is accurate, the child will catch the ball.
A more abstract and higher level example of visual-motor integration is handwriting. As a child beings to write a letter, there is no external stimulus that guides his hand. Rather, he must use his “mind’s eye” to guide his hand in the desired directin and pattern. As the written product emerges, the child must continuously use the visual analysis skills to judge whether the shape or size of the letter is appropriate. He must also use fine-motor skills to manipulate the pencil. If he can accurately integrate (or combine) his visual analysis skills and his fine motor skill, the desired letter will be successfully completed. Thus visual-motor skills are a necessary prerequisite for learning good handwriting and keyboard skills as well as throwing and catching a ball.
The following are common handwriting problems: -To discover solutions that we use to remedy poor fine motor skills, click here–
*Child holds pencil straight up in the air
*Child has difficulty manipulating normal or large size pencil
*Child moves their entire arm while they write
*Child does not space between words or is inconsistant with spacing
*Child writes with an open hand or fingers straight
*Child writes too hard
*Child writes too soft
*Child wraps their thumb around the pencil
*Poor paper placement
*Child doesn’t stabilize paper with other hand
*Child holds pencil too far or too close to the tip