Oculomotor Skills in the FVLMA

By: Carmen Willings   
teachingvisuallyimpaired.com
Updated June 14, 2025
As part of the Functional Vision Evaluation (FVE), it is essential to assess a student's oculomotor skills. These skills are critical for visual efficiency and academic functioning. The assessment approach should include both informal observations and formal tools and must be adapted to the student’s cognitive and developmental levels.

Fixation

Fixation refers to the ability to direct and maintain gaze on an object. It is a foundational skill for all other oculomotor behaviors.
  • Near Fixation: Present high-contrast objects at close range. Observe if the student can localize the object, attend visually, and maintain a steady fixation for at least two seconds.
  • Midrange Fixation: Repeat the activity with objects at midrange (16–30 inches).
  • Distance Fixation: Informally observe whether the student notices and fixates on objects or people at distances between 3 and 10 feet.
Document the:
  • Distance and object used
  • Object size and visual contrast
  • Quality of lighting
  • Whether the object is moving or stationary
  • Eye preference or dominance
  • Whether fixation is static (stationary) or dynamic (on a moving object)

​Convergence

​Convergence is the ability to maintain fixation on an object as it moves closer to the face.
Strong convergence is necessary for:
  • Stability of vision
  • Depth perception
  • Binocular vision
  • Activities like reading, writing, copying from the board, and sports
Observe whether the student can follow an object approaching the bridge of the nose and maintain fusion (seeing one image with both eyes) without double vision or losing focus.

​Tracking

Tracking is the ability to follow a moving object smoothly and accurately with the eyes. This skill is used in reading, writing, watching moving objects, and participating in gross motor activities.
Assess tracking by:
  • Observing whether the student tracks moving people, pets, or classroom objects
  • Using a toy or penlight to assess horizontal, vertical, and diagonal tracking
  • Noting whether the student requires auditory cues or movement to establish visual fix
  • Determining if tracking is smooth or jerky, particularly when crossing the midline
  • Observing whether tracking is monocular or binocular
  • Identifying whether the student uses only their eyes or must move their head
Examples: Tracking a bouncing ball (vertical), watching a car pass (horizontal), or following a moving image on a screen.
Considerations:
  • Does tracking improve when movement is slowed?
  • Does the student lose fixation and regain it?
  • Would a reading guide or line marker be beneficial?

Scanning

Scanning is the ability to search visually across a surface or environment to locate specific details.
  • Observe if the student scans methodically (smooth and complete) or skips over areas
  • Assess ability to search for details in pictures, books, classroom materials, or in the environment
  • Scanning patterns include horizontal, vertical, diagonal, and circular
  • Note whether the student uses head movement or only eye movement

​Possible Educational Implications and Recommendations

  • Consultation: Discuss eye appearance, null point for nystagmus, or unique visual behaviors with the student
  • Self-Advocacy: Teach students to describe their condition and understand its impact
  • Social Skills: Address issues such as eye contact or facing the speaker
  • Instructional Strategies:
    • Teach visual efficiency and compensatory skills
    • Allow for frequent visual breaks
    • Recommend use of tools like a reading guide or slant board
  • Referral Considerations:
    • Orientation & Mobility (O&M) evaluation
    • Assistive technology evaluation
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