Classically, deficiencies in these skill areas reflect more in aspects of learning how to read. Many children, however, show no difficulties in these aspects of visual perceptual development but, nevertheless, are lacking in the visual skills of focusing, eye teaming, and tracking. Visual skill difficulties are more apt to surface during the sustained academic demands of reading to learn. Adaptations to visual problems vary widely. Some symptoms of visual stress can be difficult to observe.
Some individuals avoid sustained visual activities.
Others, who are highly motivated, may work unnecessarily hard to compensate for the burden of visual inefficiency. The child will not outgrow these visual problems, but rather must adapt. Behavioral avoidance responses often develop to mask expected failure, self esteem is reduced and true performance potential is distorted. Visual examinations which only evaluate sight and health are not adequate enough to rule out these types of visual skill deficiencies. Therefore, it is essential that visual skills are evaluated at the near working distances.