{"id":4290,"date":"2025-01-20T10:56:00","date_gmt":"2025-01-20T09:56:00","guid":{"rendered":"https:\/\/www.acotv.org\/?p=4290"},"modified":"2025-01-23T13:34:25","modified_gmt":"2025-01-23T12:34:25","slug":"habilitats-de-p3rcepcio-visual-per-a-la-lectvra","status":"publish","type":"post","link":"https:\/\/www.acotv.org\/ca\/habilitats-de-p3rcepcio-visual-per-a-la-lectvra\/","title":{"rendered":"HABILITATS DE PERCEPCI\u00d3 VISUAL PER A LA LECTURA"},"content":{"rendered":"\n<h2 class=\"wp-block-heading has-text-color\" style=\"color:#008ad0\">&nbsp;<strong>Qu\u00e8 \u00e9s la Percepci\u00f3 Visual? Avaluaci\u00f3 optom\u00e8trica<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-black-color\">La percepci\u00f3 visual <\/mark><\/strong>engloba un seguit d&#8217;habilitats neurol\u00f2giques que fem servir per extreure la informaci\u00f3 que ens arriba del m\u00f3n exterior. No nom\u00e9s \u00e9s veure n\u00edtidament els objectes, sin\u00f3 saber identificar, memoritzar i relacionar patrons visuals. Els optometristes estan especialitzats en l&#8217;an\u00e0lisi visual complet, no nom\u00e9s comprovar si es veu n\u00edtidament i amb claredat (vista), sin\u00f3 com funciona tota la ruta visual, des dels ulls fins al processament en el cervell (visi\u00f3). El TVPS (Test of Visual PerceptionSkills) \u00e9s una eina fonamental per avaluar les habilitats visuals implicades en el complex proc\u00e9s lector. Es pot administrar entre els 4-19 anys i consta de 7 subtest, cadascun dividit en 16 l\u00e0mines.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cada subtest representa i valora les seg\u00fcents habilitats:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Discriminaci\u00f3 visual:<\/strong>\u00a0Habilitat per discriminar patrons i figures. Far\u00e0 que siguem conscients de caracter\u00edstiques distintives de formes i objectes. Inclou forma, orientaci\u00f3 i mida.<\/li>\n\n\n\n<li><strong>Percepci\u00f3 figura-fons:<\/strong>\u00a0Habilitat per identificar un objecte dins d&#8217;un fons complex o d&#8217;altres patrons, per exemple una lletra dins d&#8217;una paraula.<\/li>\n\n\n\n<li><strong>Const\u00e0ncia de forma:<\/strong>\u00a0Habilitat per recon\u00e8ixer formes encara que canvi\u00efn de mida, color o orientaci\u00f3. Aconsegueix que identifiquem una mateixa lletra, n\u00famero o paraula, independentment de l&#8217;estil de la grafia.<\/li>\n\n\n\n<li><strong>Relacions visuo-espacials<\/strong>: Habilitat per relacionar i percebre la posici\u00f3 d&#8217;objectes en l&#8217;espai. Permet percebre les posicions dels objectes en relaci\u00f3 a un mateix i \/ o en relaci\u00f3 amb la posici\u00f3 relativa dels objectes.\u00a0<\/li>\n\n\n\n<li><strong>Mem\u00f2ria visual:<\/strong>\u00a0Habilitat per recon\u00e8ixer un est\u00edmul despr\u00e9s d&#8217;un breu per\u00edode de temps. Avalua la capacitat del nen de recon\u00e8ixer i recordar informaci\u00f3 presentada visualment, reconeix les unitats visuals ja siguin grafemes, s\u00edl\u00b7labes o paraules.<\/li>\n\n\n\n<li><strong>Mem\u00f2ria visual seq\u00fcencial:<\/strong>\u00a0Habilitat per a memoritzar una seq\u00fc\u00e8ncia de patrons. \u00c9s de gran import\u00e0ncia en la lectura, especialment de paraules perllongades i per al c\u00e0lcul matem\u00e0tic.<\/li>\n\n\n\n<li><strong>Tancament visual:<\/strong>\u00a0Habilitat per identificar una figura quan est\u00e0 desfragmentada. Permet que determinem quina \u00e9s la percepci\u00f3 final d&#8217;un est\u00edmul visual, sense que estiguin presents tots els detalls.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image size-full\"><img fetchpriority=\"high\" decoding=\"async\" width=\"522\" height=\"194\" src=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge9-1.jpg\" alt=\"\" class=\"wp-image-4297\" srcset=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge9-1.jpg 522w, https:\/\/www.acotv.org\/wp-content\/uploads\/imatge9-1-300x111.jpg 300w\" sizes=\"(max-width: 522px) 100vw, 522px\" \/><figcaption class=\"wp-element-caption\"><strong>Figura 1.<\/strong>&nbsp;Exemple de diverses l\u00e0mines en la prova TVPS. A l&#8217;esquerra s&#8217;avalua la discriminaci\u00f3 visual i en la dreta el tancament visual. A partir del patr\u00f3 superior cal triar una de les 5 inferiors.<\/figcaption><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Una altra prova, la figura Complexa de Rei, tamb\u00e9 avalua la capacitat de percepci\u00f3 visual, i es considera un bon predictor en el rendiment lector durant les primeres etapes. Aquesta prova avalua percepci\u00f3 visual, atenci\u00f3, concentraci\u00f3 i mem\u00f2ria visual. Compta amb dues fases: c\u00f2pia directa i dibuix de la figura copiada anteriorment, fent \u00fas de la mem\u00f2ria visual. Per\u00f2 al contrari del test TVPS, no fa diagn\u00f2stic en els sub-tipus de percepci\u00f3 visual.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"289\" height=\"205\" src=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge10.png\" alt=\"\" class=\"wp-image-4300\"\/><figcaption class=\"wp-element-caption\"><strong>Figura 2.<\/strong>&nbsp;Figura Complexa de Rei<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading has-text-color\" style=\"color:#008ad0\"><strong>Percepci\u00f3 visual i lectura<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Per saber la import\u00e0ncia de la percepci\u00f3 visual en la lectura posarem uns exemples previs:<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"588\" height=\"54\" src=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge13.jpg\" alt=\"\" class=\"wp-image-4303\" srcset=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge13.jpg 588w, https:\/\/www.acotv.org\/wp-content\/uploads\/imatge13-300x28.jpg 300w\" sizes=\"(max-width: 588px) 100vw, 588px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Tal com veiem, tot i qu\u00e8 la identificaci\u00f3 de les lletres i paraules \u00e9s pr\u00e0cticament impossible nosaltres haur\u00edem de poder llegir la frase \u00abLa casa de Pau \u00e9s blava\u00bb. Aquest proc\u00e9s \u00e9s gr\u00e0cies a m\u00faltiples habilitats neurol\u00f2giques, especialment la percepci\u00f3 visual, que permet processar i ordenar la informaci\u00f3 per arribar a la comprensi\u00f3 d&#8217;aquesta. Per aquest motiu \u00e9s molt important la valoraci\u00f3 optom\u00e8trica ja que s&#8217;estudia i valora aquestes habilitats tan importants per a l&#8217;aprenentatge lector.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;Podem distingir dues etapes en l&#8217;adquisici\u00f3 de la lectura:&nbsp;<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Aprendre a llegir:<\/strong>\u00a0en aquesta etapa s\u00f3n especialment importants la percepci\u00f3 visual i mem\u00f2ria visual.<\/li>\n\n\n\n<li><strong>Llegir per aprendre:<\/strong>\u00a0la comprensi\u00f3 i velocitat lectora es tornen prioritaris.\u00a0<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Centrant-nos en la primera etapa, primer ser\u00e0 necessari realitzar una an\u00e0lisi gr\u00e0fic que permeti recon\u00e8ixer les paraules a trav\u00e9s de la via visual, que acompanyar\u00e0 el processament fonol\u00f2gic. Aix\u00ed, quan aprenem a llegir, el primer pas \u00e9s identificar la lletra i associar-lo al so ( sistema fon\u00e8tic o consci\u00e8ncia fonol\u00f2gica).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Per aquest motiu, un bon desenvolupament de&nbsp;la <strong>discriminaci\u00f3 visual<\/strong>&nbsp;(an\u00e0lisi del detall i la forma) i la mem\u00f2ria visual (memoritzaci\u00f3 de patrons) \u00e9s molt important en els primers passos d&#8217;aprenentatge lector.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ara b\u00e9, en el nostre alfabet disposem de lletres amb patrons molt similars, per exemple la \u00abp\u00bb, \u00abq\u00bb, \u00abd\u00bb, \u00abb\u00bb. Si ens fixem, s\u00f3n lletres diferents de so per\u00f2 visualment nom\u00e9s es diferencien entre la posici\u00f3 d&#8217;una rodona al costat d&#8217;una recta. Per aquest motiu&nbsp;<strong>l&#8217;an\u00e0lisi viso-espaial<\/strong>&nbsp;tamb\u00e9 \u00e9s important que treballi correctament, sent causa de moltes inversions en la lectura si es confonen aquestes lletres.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tamb\u00e9 hem de tenir en compte que una lletra pot ser escrita en diverses tipografies, posem per exemple la lletra \u00abf\u00bb:<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"289\" height=\"72\" src=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge14.png\" alt=\"\" class=\"wp-image-4306\"\/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Tot i qu\u00e8 es diferencien en el patr\u00f3, sabem que \u00e9s una \u00abf\u00bb gr\u00e0cies a&nbsp;la<strong> const\u00e0ncia de forma<\/strong>&nbsp;que ens ajuda a recon\u00e8ixer el signe encara que canvi\u00ef de forma i associar-lo a un so concret. Si durant la lectura de lletres a\u00efllades hi ha problemes d&#8217;identificaci\u00f3 sempre cal analitzar si la percepci\u00f3 visual influeix en els errors (tenint en compte tamb\u00e9 si la ruta fonol\u00f2gica est\u00e0 afectada).&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">La segona part del proc\u00e9s lector seria la lectura de s\u00edl\u00b7labes o paraules, en aquest cas podem definir 2 rutes lectores principals, la ruta fonol\u00f2gica i la ruta l\u00e8xica.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">La ruta fonol\u00f2gica \u00e9s la que fem servir en llegir lletra a lletra, associant grafemes (forma de la lletra) i fonemes (sons de cada lletra). \u00c9s la primera ruta que s&#8217;apr\u00e8n, tot i qu\u00e8 tamb\u00e9 s&#8217;utilitza quan llegim una paraula desconeguda. Per a una correcta ruta fonol\u00f2gica&nbsp;<strong>la discriminaci\u00f3 visual i mem\u00f2ria visual s\u00f3n molt importants<\/strong>.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">La lectura l\u00e8xica en canvi s&#8217;utilitza quan es llegeix associant patrons de paraules (intu\u00efci\u00f3), la velocitat \u00e9s m\u00e9s alta i en general la lectura \u00e9s m\u00e9s efica\u00e7. Hem de tenir en compte que en llegir una paraula mitjan\u00e7ant aquesta ruta els moviments oculars realitzen una cerca per sobre d&#8217;aquesta, i el cervell rep una informaci\u00f3 no molt exacta, que completar\u00e0 (amb l&#8217;habilitat&nbsp;<strong>tancament visual<\/strong>)&nbsp;i la mem\u00f2ria l\u00e8xica (diccionari de paraules ), tal com hem fet en els primers exemples. Aix\u00ed, per a una correcta ruta l\u00e8xica&nbsp;<strong>el tancament visual i la mem\u00f2ria visual seq\u00fcencial<\/strong>&nbsp;s\u00f3n crucials.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Finalment, la comprensi\u00f3 lectora \u00e9s el punt m\u00e9s important per a l&#8217;aprenentatge, arribar a comprendre, visualitzar i interpretar la lectura. Per tant, extreure una informaci\u00f3 important en una s\u00e8rie de signes visuals \u00e9s justament l&#8217;habilitat de<strong>&nbsp;figura fons<\/strong>, i l&#8217;extracci\u00f3 l\u00f2gica del significat (captar la idea principal) \u00e9s&nbsp;el <strong>tancament visual<\/strong>, si la comprensi\u00f3 lectora \u00e9s baixa sempre \u00e9s important analitzar aquestes habilitats .<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Per aix\u00f2, una avaluaci\u00f3 de les habilitats de percepci\u00f3 visual en problemes de lectura \u00e9s molt recomanable ja que constitueix un pilar fonamental en el proc\u00e9s lector.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A la seg\u00fcent taula es resumeixen els possibles problemes de lectura amb les habilitats de percepci\u00f3 visual si aquestes s\u00f3n immadures:<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"638\" height=\"217\" src=\"https:\/\/www.acotv.org\/wp-content\/uploads\/Imatge15.png\" alt=\"\" class=\"wp-image-4309\" srcset=\"https:\/\/www.acotv.org\/wp-content\/uploads\/Imatge15.png 638w, https:\/\/www.acotv.org\/wp-content\/uploads\/Imatge15-300x102.png 300w\" sizes=\"(max-width: 638px) 100vw, 638px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading has-text-color\" style=\"color:#008ad0\"><strong>Tractament perceptiu<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">A l&#8217;hora de realitzar un tractament de percepci\u00f3 visual enfocat a la millora de la lectura, caldr\u00e0 abordar diversos procediments, cada habilitat de percepci\u00f3 visual es pot treballar de forma diferent o al mateix temps utilitzant diversos m\u00e8todes d&#8217;exercicis.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;Els optometristes disposen de molt material espec\u00edfic per treballar totes aquestes habilitats perceptives que es poden desenvolupar amb altres d\u00e8ficits (moviments oculars, problemes de lateralitat creuada, reflexos primitius etc.)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sempre cal tenir en compte el nivell inicial i anar augmentant progressivament la dificultat per progressar amb la integraci\u00f3 perceptiva.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Per exemplificar, posarem diversos jocs de taula que treballen aquestes \u00e0rees de la percepci\u00f3 visual que poden complementar el treball durant les sessions de ter\u00e0pia visual, sent divertits i per a tota la fam\u00edlia.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"638\" height=\"330\" src=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge16.png\" alt=\"\" class=\"wp-image-4312\" srcset=\"https:\/\/www.acotv.org\/wp-content\/uploads\/imatge16.png 638w, https:\/\/www.acotv.org\/wp-content\/uploads\/imatge16-300x155.png 300w\" sizes=\"(max-width: 638px) 100vw, 638px\" \/><figcaption class=\"wp-element-caption\"><strong>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Taula 2.<\/strong>&nbsp;Exemples de diversos jocs que estimulen les diferents \u00e0rees de la percepci\u00f3 visual.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading has-text-color\" style=\"color:#008ad0\"><strong>Refer\u00e8ncies<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Besner D, Humphreys G<\/strong>. Basic processes in reading. Visual word recognition.Routledge, 1991.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Everatt J<\/strong>. Reading and Dyslexia. Routledge, 1999.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ferr\u00e9 JF, Aribau<\/strong>&nbsp;E. El desarrollo neurofuncional del ni\u00f1o y sus trastornos:visi\u00f3n, aprendizaje y otras funciones cognitivas. Leb\u00f3n, 2008.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Liversedge S, Gilchrist I, Everling S<\/strong>. The oxford handbook of eye movements.Oxford University Press,2011.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Vega F<\/strong>. Psicolog\u00eda de la lectura. WotlersKluwers Espa\u00f1a, 2008.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Willows D, Kruk R, Corcos E<\/strong>. Visual processes in reading and reading disabilities. Routledge, 1993.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Article&nbsp;elaborat per:&nbsp;<strong>Marc Argil\u00e9s Sans i&nbsp;Lucia Morch\u00f3n Miranda<\/strong><br><em>Diplomats en \u00d2ptica i Optometria<br>M\u00e0sters en Optometria i Ci\u00e8ncies de la Visi\u00f3<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La percepci\u00f3 visual\u00a0engloba un seguit d&#8217;habilitats neurol\u00f2giques que fem servir per extreure la informaci\u00f3 que ens arriba del m\u00f3n exterior. No nom\u00e9s \u00e9s veure n\u00edtidament els objectes, sin\u00f3 saber identificar, memoritzar i relacionar patrons visuals.<\/p>\n","protected":false},"author":2,"featured_media":4291,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ocean_front_end_style_editor":"no","ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"0","ocean_second_sidebar":"0","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"0","ocean_custom_header_template":"0","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"0","ocean_menu_typo_font_family":"0","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"0","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"off","ocean_gallery_id":[],"footnotes":""},"categories":[24],"tags":[66,72],"class_list":["post-4290","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bloc","tag-optometria-ca","tag-problemesdaprenentatge","entry","has-media"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>HABILITATS DE PERCEPCI\u00d3 VISUAL PER A LA LECTURA - Asociaci\u00f3n Catalana de Optometr\u00eda y Terapia Visual<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.acotv.org\/ca\/habilitats-de-p3rcepcio-visual-per-a-la-lectvra\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"HABILITATS DE PERCEPCI\u00d3 VISUAL PER A LA LECTURA - Asociaci\u00f3n Catalana de Optometr\u00eda y Terapia Visual\" \/>\n<meta property=\"og:description\" content=\"La percepci\u00f3 visual\u00a0engloba un seguit d&#039;habilitats neurol\u00f2giques que fem servir per extreure la informaci\u00f3 que ens arriba del m\u00f3n exterior. 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