(http://www.assess.nelson.com/pdf/asb-7.pdf) Schrank, F. A. (2006). Specification of the cognitive processes involved in performance on the Woodcock-Johnson III (Assessment Service Bulletin No. 7). Itasca, IL: Riverside Publishing. Woodcock-Johnson Psycho-Educational Battery III, 2001, Chicago: Riverside Pub.
Efficiency of cognitive processing is based partly on the speed of mental activity. The key to learning is the ability to process information visually as well as auditorally, or what you “see and hear.”
One person may process visually better, and that becomes their preferred “learning style.” Another may process what they hear better, and they become an auditory learner. That is their “learning style.”
Unfortunately, both visual and auditory processing modes must work cohesively together in tandem, to learn how to read, write, spell, comprehend, and to compute.
Reading and writing requires not only the differentiation of letters, but the patterning and sequencing of letters within a word. Subsequently, identification and correction of this deficiency is paramount, or the learner struggles.
Most individuals have a weak information processing area or two mixed with strong areas. The more areas that are weak, more compensatory measures are required. Students may require additional subject matter tutoring for years.
These are the underlying visual areas that can cause learning problems:
It is important to have your child’s information processing areas tested and evaluated for strong and weak areas. We will recommend which standardized tests to request. Many are subtests that take only seven to ten minutes each to administer, and although they are simple in nature, they reveal important information to how your child learns and how to remediate problems.