STRUCTURE OF INTELLECT
COGNITION
OF FIGURAL
UNITS
(CFU-lll)
Why is CFU Important?
Academic skill: Visual Closure
Curricular area: Reading Readiness
Consequences if ability is not developed:Will not see word completely; susceptible to word reversals
Strengths if ability is well developed: Excellent comprehension of visual details
Summary:All tasks that involve figural comprehension will be affected by visual closure. These tasks range from letter, symbol, and word recognition to reading charts, graphs, and schematics. This is a fundamental intellectual ability.
VIEW SAMPLE WORKSHEETS FOR CFR-P :
CFR-P
COGNITION
OF SEMANTIC
CLASSES
(CMC-l-1)
Why is CMC important?
Academic skill: Vocabulary
Curricular area: Language Arts/Science
Consequences if ability is not developed: Unable to organize and use concepts in verbally-based tasks.
Strengths if ability is well developed: Able to categorize concepts and make semantic distinctions.
Summary: Underlying ability for reading comprehension. Concept use and manipulation are foundational for comprehension, and are especially important for the verbal comprehension involved in reading.
Underlying ability for science. Classification is foundational for all basic science comprehension.
VIEW SAMPLE WORKSHEETS FOR CMU-lll :
CMC-l-1
COGNITION
OF FIGURAL
SYSTEMS
(CFS-ll)
Why is CMS important?
Academic skill: Extended Verbal Comprehension
Curricular area: Reading/Language Arts
Consequences if ability is not developed: Inability to “track” long or involved sentences and instructions.
Strengths if ability is well developed: Able to understand complicated verbal information.
Summary:Underlying ability for reading comprehension. No matter how reading is taught; phonetically, whole word, etc.; there will be limited comprehension unless the ability to use verbal systems (CMS) is developed. These exercises do not emphasize vocabulary. The vocabulary is simple; it is extended comprehension that is being taught.
Underlying ability for understanding instructions. It is generally assumed that all students come to school with the ability to comprehend extended verbal information. If a student seems to “miss” instructions, the problem may be an underdeveloped (CMS) ability.
VIEW SAMPLE WORKSHEETS FOR CMS II :
CMS II
