Six of the twelve visual sub-skills are domains of visual efficiency, or skills for intake of visual information. Equal Visual Acuity Focusing (accommodation) – clear focus on objects closer than 1 M Eye Teaming – aligned eyes looking at objects closer or farther away Eye Tracking – accuracy Eye Tracking – speed Reading Eye Movements An impaired binocular vision system may produce symptoms which include eyestrain, fatigue, burning eyes, blurry vision, excessive tearing, red eyes, words that jump on the page, turned eye, or headaches. These symptoms may be worse when tired, or with prolonged use of the eyes while watching a movie or driving, or doing near tasks like reading and working on a computer. The remaining six of the twelve visual sub-skills are domains of visual information processing, or making sense from what is seen. Right-Left Awareness Form Perception Visual Processing Speed Visual Attention Visual Memory Visual Motor Integration Processing of visual information is vision perception. Vision perception is an activity of the brain, between the visual input from the eyes and the act of conceptualization (making sense from what is seen). Visual experiences are organized into percepts in the brain that assimilate into conceptualization and understanding of the idea. For a growing child, the mind is equipped and motivated to learn. The brain is ready and we are naturally curious and want to learn more. However, the process of vision perception is developmental (not just simple growth) and requires sensory experiences. Perceptions develop from sensory inputs, like vision, hearing and touch. These perceptions assimilate from simple into more complex visual percepts. For example a pre-school child, over time with experiences, develops a perception of a dog; the child assimilates or connects the word “dog” to their household pet, to the pet’s name, to the sound of a bark, to the smell of a wet dog coming in from the rain, to the neighbour’s dog and to other breeds of dogs from a book, to develop an ever increasing understanding of a dog.   A child is equipped to learn using their brain (computer hardware) and the activity of perception (the software) from sensory inputs. Readiness to learn is the ability to integrate sensory sub-skills into a cognitive whole, or making sense from what is seen. These sub-skills include visual information processing skills. For example, before their first day of school, a child develops the percept of a dog through sensory inputs and experiences. In school, during the active process of learning, previous knowledge is assimilated into new knowledge and the perception of a dog increases in depth and scope. To get there, visual sub-skills are employed to develop these new perceptions. Visual sub-skills of visual information processing include recognizing that the letter “d” in “dog” is not a “b”, finding the word “dog” on the page, quickly retrieving the perception of a dog, appropriate allocation of visual attention on the word “dog” and not on the other words on the page, visualization of the word “dog” in the sentence with the boy and finally being able to copy the word “dog”. With effort, these sub-skills of visual information processing become well developed and accurate. With repetition and positive sensory feedback, the conscious effort to process visual information (e.g. the word “dog”) becomes less and less until it take place un-consciously or without effort. The concept of the word “dog” and not on the other words on the page, visualization of the word “dog” in the sentence walking with the boy, and its associated perceptions become automatic. The visual sub-skills are on auto-pilot; there is automaticity in the perception of the word “dog”. For some children, automaticity of vision perception to make sense of what is seen, or un-conscious effort of visual information processing sub-skills, is not robust. One or more sub-skills may be fragile and lose their auto-pilot mode with slight stress or while learning to read. For other children, just a single or small cluster of sub-skills may have not reached the level of automaticity – both causing learning interference.