FIXATION

BLOCK GAME
Copyright ~ 1974- 2009 Frank A Belgau & Beverley
Belgau

BALAMETRICS, INC.
PO Box 2716-Port Angeles, WA 98362

Phone (360) 452-2842 Fax (360) 452-5206

www.balametrics.com

FIXATIONS

As an individual reads he moves his eyes in short steps across the page from left to right
and then in one big step back from right to left to begin another line.

In the reading process, the eyes are stationery 90% of the time and moving only 10% of
the time. As an individual reads, he makes a fixation and his eyes are still for about 1/4 of
a second because that is the length of time required by the brain to process one bit of
visual information. Then he moves his eyes ahead a step and makes another fixation.

The fixation process is one of the brain's fundamental organizations. It is utilized in many
ways besides reading. The following experiments iIIustrate some of the other functions of
the fixation process.

1.- Count the dots in the figure below. How did you do it? Do you see how you impose the
structure on the space the dots occupy by using the fixation movements of your eyes? Do
you see any relationship in this activity to the fixation process used in reading?

2.- Close your eyes and visualize the house you live in. Did you move your eyes? What did
the eye movements represent, or what ordered the eye movements?.

3.- Look at the figure on the left below. Now look at the figure on the right and make a
triangle appear there. Do you see how you use the fixations to create the second triangle?

4.- With your eyes closed visualize four groups of blocks with two blocks in each group.
Do you move your eyes? Now try to visualize six groups of blocks with nine blocks in each
group. Do your eyes move more often?.

5.- With your eyes closed visualize the word "MODALlTIES". Did you hold your eyes still
or did you move them? What controlled the number of times you moved your eyes when
you visualized the word?.

6.- Find the way from the outside of the maze to the middle. Do you use the fixation
process to organize the space in order to solve the problem the maze presents? Do you
see how important it is to observe a child's fixations and to provide training activities for
children who have not developed consistent, accurate, fixation patterns?.

These activities have served to give you a better understanding and appreciation of the
fixation process. Many people do not realize that each fixation must last for at least 1/4 of
a second if an individual is to be able to perceive what he is looking at. If he cannot hold
his eyes perfectly still for the fuIl1/4/ second, he will not be able to perceive all the detail
that is necessary to discriminate the word or group of words in the reading material
properly, even though he has good visual acuity.

It is possible to present an image to the eye for a very brief period, 1/100 of a second,
1/1000 of a second, or for even less time and an individual will be able to perceive it. Most
individuals have experienced this phenomenon. It is not possible, however, to present
more than one distinctly different image to the eye in each 1/4 of a second time period,
and have the individual perceive the two different images. If two different images are
presented to the eye in a 1/4 second time period, the last image presented will erase the
first. It is therefore probable that the individual with unstable fixations will be erasing most
of what he is trying to read.

There is a difference between the smooth tracking movements, pursuit movements, the
individual utilizes to track a ball or follow a moving target, and the saccadic or fixation
movements he utilizes to read, to study an object, or to look at a person's features. The
fixation movements and the smooth tracking movements of the eyes are controlled by
separate and different parts of the brain. The muscles of the eye are unique in that they
are the only muscles in the body that are controlled by two distinct centers in the brain.

Fixation patterns are an integral part of reading, of most seeing activities, and of visual
space organization. When an individuallooks at an object or a scene, he has a
characteristic pattern of fixations. If he looks at the same object or scene at a later time,
his eyes will go through relatively the same pattern of fixation movements that they did
when he first looked at the object or scene. As long as his fixation pattern the second time
he looks at it is relatively the same as it was the first time, the chances are that he will
remember that he saw it before. If his fixation pattern the second time around is different
from what it was the first time, the chances are he will not recognize the object or scene.
This means that individual fixation patterns, and the development of stable and consistent
fixation patterns, are vital factors in visual memory and in the basic organization of what an
individual sees in the first place.

The process of fixations, including the control and coordination of the two eyes as they
move from point to point in space is not generally appreciated and is not given the
attention it deserves, especially in the diagnosis of reading problems. This vital process
should be given a fundamental place in developmental training, visual testing, and
kindergarten and early childhood programs.

Fixation Block Game

This set includes twenty-five unmarked blocks and twenty-four blocks numbered from 1 to 24. The marked blocks are placed
randomly with all the numbers showing. There is one empty space on top of the twenty-fifth block. The child searches
through the randomly scattered numbers and finds the block with 1 on it, picks it up and places it on the empty block. The
child then looks for number 2, finds it, picks it up and places it in the empty space that was left when he moved the first
block. Each time the child moves a block there is a space left for the next block in the sequence. The child goes through the
sequence in numerical order from 1 through 24. Each time the child finishes the sequence, he has rearranged the entire
system. He has to go through the system twenty-four times before he returns to the arrangement that he started with.

The block game can be made less difficult by using fewer blocks. For a child who really has trouble with this activity, a
pattern of five blocks with four numbered blocks on top can be made. The number of blocks can be increased as the child
progresses.

To chart progress and to add motivation to this activity, it can be timed with a stop watch and the child can keep a record of
how long it takes to go through the sequence. He can compare times and try to beat his best time. The child should be
aware of what his reactions to the pressure of a timed activity are. He should notice if the pressure helps him or if he does
better and is more alert when he is relaxed.

This activity can also be done with a metronome. The child moves the blocks with the beat of the metronome. This helps to
establish a rhythm to the child's movements and fixations

Metronome Activities

The blocks can be set up in the above manner. The child places the blocks on the empty
space in time to each beat of the metronome. This activity may be varied by having the
child move a block on every second, third, or fourth beat of the metronome. The speed of
the metronome can be adjusted to the point at which the child can work comfortably; it can
be increased to the point at which the activity becomes uncomfortable; if the child wants to
and if it will not make him feel that he has failed, the speed can be increased to the point
at which the child can no longer keep up. The child can record this rate and then see if he
improves so that he can continue beyond this point at a later date. It is important to note
that this should not be done if it is threatening to the child.
NOTE: The most significant point is not where the child fails or breaks. The most
significant point is his comfort range. Next in importance is the point at which the task
becomes uncomfortable, and least important is the failure point. In reality, we generally
operate in our comfort range. As we extend comfort range, we increase the child's real
efficiency.

1. Have the child move the blocks using his right hand.

2. Have the child move the blocks using his left hand.

3. Have the child move the blocks alternating right and left hands.

4. Have the child move 2 blocks with his right hand, 2 blocks with his left hand, 2 with his
right, 2 with his left and continue this sequence.

5. Have the child move 2 blocks with his right hand, 1 with his left hand, 2 with his right, 1
with his left and continue this sequence.

6. Have the child move 1 block with his right hand, 2 with his left hand, 1 with his right, 2
with his left and continue this sequence.

7. Have the child invent other rhythmic sequences for moving the blocks.

DIRECTIONAL TRACKING AND FIGURE/GROUND TRACKING BLOCK

GAME

The work sheets following these explanations are used in this activity. The sample below
shows the worksheet (Figure 1) and then the same worksheet with the blocks set on it.
The blocks are placed on all except one of the squares on the work sheet. The square that
is left blank is the square that is at the tip of the arrow point of the line that is numbered 1.
(See Figure 2)

The following exercise is similar, but the maze effect of the lines makes the activity much
more complex. The child must frnd the empty space, back track down the line with his
eyes, pick up the block at the beginning of the line, follow the line back to the empty
square and put the block down. Then he must go back, find the empty square from which
he took that block and repeat the process. The difficulty of the task increases as the
number of blocks increases, and the complexity of the intermingling lines increases.
Complex figures such as the one below (Figure 3) require much more precise fixations and
higher levels of spatial organizations than do simple figures.

Observe your fixation patterns as you track the lines in the each figure.
The poster has a pattern or code of colored dots. The red
indicates slap your right side with your right hand, the blue
indicates slap your left side with your left hand, the green
indicates slap both sides with both hands. A blank space
means rest. You are going to "read" the pattern and slap your
side with the appropriate hand(s). Try to maintain the rhythm
with the beat. You can choose to react on every beat, or on
every 2nd, 3rd or 4th beat.
As you read across the row of arrows, point to the right with
your right hand if the arrow points to the right, point to the left
with your left hand if the arrow points to the left, point up with
both hands if the arrow points up and, down with both hands if
the arrow points down. Try to maintain the rhythm. You can
choose to react on every beat or on every 2nd, 3rd, or 4th
beat.