Mini VPA™ Printable Worksheets

VPA™

Visual Efficiency · Convergence · L1

Examiner ____________ Date ________

Convergence — L1 · Gross NPC (Large Target)

Large target moved slowly from 40 cm to nose.

Administration

Move a large target from 40 cm along midline toward the nose. Record distance at which student reports doubling.

Materials: Large target · Ruler

How to measure NPC with this target:

Hold the target straight out from the child’s nose on the midline at 40 cm (about arm’s length).
Ask: “Keep both eyes on the target. Tell me when it doubles or gets blurry.”
Slowly move the target toward the nose (about 2 cm per second). Stop when the child reports doubling or you see an eye drift outward — this is the break.
Slowly move the target back until single vision returns — this is the recovery.
Record the distance in centimeters for each trial. Run 1 trial.

Tip: Do not measure from the screen. Print this page or use a physical target at the same printed size. The midline (between the eyes) matters more than the exact target size.

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nose ← centimetres → 40 cm

Trial	Break (cm)	Recovery (cm)	Notes
1

Norm: break ≤ 6 cm · recovery ≤ 8 cm.

VPA™

Visual Efficiency · Convergence · L2

Examiner ____________ Date ________

Convergence — L2 · NPC with Medium Target

Single midline target (medium bullseye) moved slowly from 40 cm to nose; record break + recovery.

Administration

Use the single midline NPC worksheet at Level 2. Hold the target at 40 cm along the midline of the face at eye level. Say: "Watch the target. Keep both eyes on it and tell me the moment you see two of them." Move steadily toward the nose at about 2 cm/sec. Record break distance in cm. Then move away and record recovery distance.

Materials: NPC single-target worksheet (L2) · Ruler

How to measure NPC with this target:

Hold the target straight out from the child’s nose on the midline at 40 cm (about arm’s length).
Ask: “Keep both eyes on the target. Tell me when it doubles or gets blurry.”
Slowly move the target toward the nose (about 2 cm per second). Stop when the child reports doubling or you see an eye drift outward — this is the break.
Slowly move the target back until single vision returns — this is the recovery.
Record the distance in centimeters for each trial. Run 2 trials.

Tip: Do not measure from the screen. Print this page or use a physical target at the same printed size. The midline (between the eyes) matters more than the exact target size.

0

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35

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nose ← centimetres → 40 cm

Trial	Break (cm)	Recovery (cm)	Notes
1
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Norm: break ≤ 6 cm · recovery ≤ 8 cm.

VPA™

Visual Efficiency · Convergence · L3

Examiner ____________ Date ________

Convergence — L3 · Sustained Near Fusion

Single midline target (smaller); 3 slow break/recovery trials.

Administration

Use the single midline NPC worksheet at Level 3 (smaller target). Hold at 40 cm on midline. Say: "Keep your eyes locked on the target. Tell me the moment it doubles or blurs." Run 3 slow trials from 40 cm toward the nose. Record break and recovery each trial. Note eye drift, blur, or doubling.

Materials: NPC single-target worksheet (L3) · Ruler

How to measure NPC with this target:

Hold the target straight out from the child’s nose on the midline at 40 cm (about arm’s length).
Ask: “Keep both eyes on the target. Tell me when it doubles or gets blurry.”
Slowly move the target toward the nose (about 2 cm per second). Stop when the child reports doubling or you see an eye drift outward — this is the break.
Slowly move the target back until single vision returns — this is the recovery.
Record the distance in centimeters for each trial. Run 3 trials.

Tip: Do not measure from the screen. Print this page or use a physical target at the same printed size. The midline (between the eyes) matters more than the exact target size.

0

5

10

15

20

25

30

35

40

nose ← centimetres → 40 cm

Trial	Break (cm)	Recovery (cm)	Notes
1
2
3

Norm: break ≤ 6 cm · recovery ≤ 8 cm.

VPA™

Visual Efficiency · Convergence · L4

Examiner ____________ Date ________

Convergence — L4 · Jump Vergence

Small single-dot NPC; 3 break/recovery trials.

Administration

Use the small single-dot NPC target. Hold at 40 cm on the midline and move slowly toward the nose. Stop at first doubling or observable eye drift, then move away until fusion returns. Record break and recovery for 3 trials.

Materials: Small single-dot NPC target · Ruler

How to measure NPC with this target:

Hold the target straight out from the child’s nose on the midline at 40 cm (about arm’s length).
Ask: “Keep both eyes on the target. Tell me when it doubles or gets blurry.”
Slowly move the target toward the nose (about 2 cm per second). Stop when the child reports doubling or you see an eye drift outward — this is the break.
Slowly move the target back until single vision returns — this is the recovery.
Record the distance in centimeters for each trial. Run 3 trials.

Tip: Do not measure from the screen. Print this page or use a physical target at the same printed size. The midline (between the eyes) matters more than the exact target size.

0

5

10

15

20

25

30

35

40

nose ← centimetres → 40 cm

Trial	Break (cm)	Recovery (cm)	Notes
1
2
3

Norm: break ≤ 6 cm · recovery ≤ 8 cm.

VPA™

Visual Efficiency · Convergence · L5

Examiner ____________ Date ________

Convergence — L5 · Vergence Endurance under Load

Tiny single-dot NPC; 5 repeated break/recovery trials.

Administration

Use the tiny single-dot NPC target. Run 5 slow midline trials from 40 cm toward the nose. Record break and recovery each trial and watch for fatigue, increasing recovery distance, eye drift, blur, or doubling.

Materials: Tiny single-dot NPC target · Ruler

How to measure NPC with this target:

Hold the target straight out from the child’s nose on the midline at 40 cm (about arm’s length).
Ask: “Keep both eyes on the target. Tell me when it doubles or gets blurry.”
Slowly move the target toward the nose (about 2 cm per second). Stop when the child reports doubling or you see an eye drift outward — this is the break.
Slowly move the target back until single vision returns — this is the recovery.
Record the distance in centimeters for each trial. Run 5 trials.

Tip: Do not measure from the screen. Print this page or use a physical target at the same printed size. The midline (between the eyes) matters more than the exact target size.

0

5

10

15

20

25

30

35

40

nose ← centimetres → 40 cm

Trial	Break (cm)	Recovery (cm)	Notes
1
2
3
4
5

Norm: break ≤ 6 cm · recovery ≤ 8 cm. Watch for recovery drifting outward across trials — a fatigue sign.

VPA™

Visual Processing · Figure–Ground · L1

Examiner ____________ Date ________

Figure–Ground — L1

Find all 3 stars hidden among ~20 filled circles.

Administration

Find all 3 stars hidden among ~20 filled circles. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L1 · Find all 3 stars in the field. Time 60 sec.

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★

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★

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seed 71247 · Target "★" · Found ____ / 3 · False hits ____

VPA™

Visual Processing · Figure–Ground · L2

Examiner ____________ Date ________

Figure–Ground — L2

Find all 4 stars hidden among ~32 filled circles.

Administration

Find all 4 stars hidden among ~32 filled circles. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L2 · Find all 4 stars in the field. Time 60 sec.

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★

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★

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seed 23338 · Target "★" · Found ____ / 4 · False hits ____

VPA™

Visual Processing · Figure–Ground · L3

Examiner ____________ Date ________

Figure–Ground — L3

Find all 5 letter T's hidden among ~48 competing letters.

Administration

Find all 5 letter T's hidden among ~48 competing letters. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L3 · Find all 5 letter Ts in the field. Time 60 sec.

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seed 9552 · Target "T" · Found ____ / 5 · False hits ____

VPA™

Visual Processing · Figure–Ground · L4

Examiner ____________ Date ________

Figure–Ground — L4

Find all 6 letter R's in a dense cluttered field of ~70 similar letters.

Administration

Find all 6 letter R's in a dense cluttered field of ~70 similar letters. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L4 · Find all 6 letter Rs in the field. Time 60 sec.

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seed 12856 · Target "R" · Found ____ / 6 · False hits ____

VPA™

Visual Processing · Figure–Ground · L5

Examiner ____________ Date ________

Figure–Ground — L5

Find all 7 lowercase e's in a high-density field of ~100 confusable letters.

Administration

Find all 7 lowercase e's in a high-density field of ~100 confusable letters. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L5 · Find all 7 lowercase es in the field. Time 60 sec.

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seed 10960 · Target "e" · Found ____ / 7 · False hits ____

VPA™

Visual-Motor Integration · Visual-Motor Integration & Handwriting Readiness · L1

Examiner ____________ Date ________

Visual-Motor Integration — L1

Copy circle, cross, square.

Administration

Copy circle, cross, square. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

Level 1: student copies each model in the empty box beside it. Grid items must reproduce the boxes AND the shaded cells.

copy

VPA™

Visual-Motor Integration · Visual-Motor Integration & Handwriting Readiness · L2

Examiner ____________ Date ________

Visual-Motor Integration — L2

Copy 6-item age-appropriate shape row.

Administration

Copy 6-item age-appropriate shape row. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

Level 2: student copies each model in the empty box beside it. Grid items must reproduce the boxes AND the shaded cells.

copy

VPA™

Visual-Motor Integration · Visual-Motor Integration & Handwriting Readiness · L3

Examiner ____________ Date ________

Visual-Motor Integration — L3

Copy a 2×2 grid pattern with orientation cues.

Administration

Copy a 2×2 grid pattern with orientation cues. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

Level 3: student copies each model in the empty box beside it. Grid items must reproduce the boxes AND the shaded cells.

copy

VPA™

Visual-Motor Integration · Visual-Motor Integration & Handwriting Readiness · L4

Examiner ____________ Date ________

Visual-Motor Integration — L4

Copy 3 sentences from the near page (40 cm) with alignment, spacing, and sizing.

Administration

Copy 3 sentences from the near page (40 cm) with alignment, spacing, and sizing. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

Level 4: near copy — printed model

1.The quick brown fox jumps over the lazy dog.

2.Bright kites danced above the open playground.

3.My favorite lunch is a warm bowl of tomato soup.

Student copy — lined paper

VPA™

Visual-Motor Integration · Visual-Motor Integration & Handwriting Readiness · L5

Examiner ____________ Date ________

Visual-Motor Integration — L5

Same 3-sentence copy task as L4, but from a DISTANCE source (board/whiteboard ~6–10 ft) to near paper — near-to-far transfer.

Administration

Same 3-sentence copy task as L4, but from a DISTANCE source (board/whiteboard ~6–10 ft) to near paper — near-to-far transfer. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

Level 5: far-to-near copy — 3 sentences

1.Today is ______________.

2.The weather outside is ______________.

3.My favorite subject in school is ______________.

Student copy — lined paper

VPA™

Functional Integration · Functional Reading + Writing Endurance · L1

Examiner ____________ Date ________

Functional Reading + Writing — L1

Use the student's classroom sample. Read at 40 cm for 60 sec, THEN write own first name on primary-lined paper. Pre-writers may trace name and name pictures instead.

Administration

Use the student's classroom sample. Read at 40 cm for 60 sec, THEN write own first name on primary-lined paper. Pre-writers may trace name and name pictures instead. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L1 Functional Reading + Writing — 60 sec · scan/name/read only

Passage and writing prompt below are fixed by level and age band so scores remain normable across clinicians and repeat sessions. Do not substitute a different passage. The block is sized to the full 60 sec at an age-matched oral reading rate (108 words) — if the student finishes early, restart at the top and record the lap.

Reading passage (L1 · elementary · 1 min)

The bike is red. My mom can ride. I ride, too.

The science museum opened a new room about weather. A tall machine spins air into a thin tornado you can touch, and a wall of screens shows storms moving across the country. Our guide explained that meteorologists compare today's air pressure with yesterday's to predict what will happen next.

Every spring the fourth grade plants a small vegetable garden along the fence. Students measure the seedlings each week and record the height in centimeters on a chart. By June the tomato plants are taller than most of the class, and the beans have climbed the whole trellis.

Functional writing prompt (fixed)

Write your first and last name on the lines.

Duration & concurrent demand by level:

Level	Duration	Added demand
L1	60 sec	Scan / name / read — floor task.
L2	2 min	Sustained on-task time + posture.
L3	3 min	Add: fatigue complaints, slowing across the block.
L4	5 min	Add: concurrent motor output (trace / copy / write) at age-matched level.
L5	10 min	Add: light recall or comprehension at age-matched level.

Observation checklist (mark all seen):

□ Loss of place / line-skipping / off-task episodes

□ Finger tracking beyond ~30 sec

□ Head tilt or one-eye occlusion

□ Working distance < 30 cm

□ Rubbing eyes, squinting, frowning

□ Increased blink rate

□ Postural collapse / chin-to-desk / face-to-page

□ Verbalized fatigue / request to stop

□ Output rate slows across the block

□ Motor output quality declines (L4)

□ Recall / comprehension fades in 2nd half (L5)

Post-task symptom probe (0 = never, 4 = always):

Eyes feel tired — ___
Words / items move, jump, swim, or float — ___
Words / items blur or come in and out of focus — ___
Headache during the task — ___
Lose place / re-read the same line or row — ___
Have to re-look to remember what was just seen — ___

Score: any single item ≥ 2, or total ≥ 8, indicates functional near-visual endurance concern warranting binocular vision, accommodation, and ocular-motor follow-up. For pre-readers, poor L1–L2 performance reflects endurance / attention to visual stimulus — not a reading deficit.

VPA™

Functional Integration · Functional Reading + Writing Endurance · L2

Examiner ____________ Date ________

Functional Reading + Writing — L2

Classroom sample: read at 40 cm for 2 min, THEN write first + last name and one functional word (color, day of week). Score posture, working-distance drift, and legibility.

Administration

Classroom sample: read at 40 cm for 2 min, THEN write first + last name and one functional word (color, day of week). Score posture, working-distance drift, and legibility. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L2 Functional Reading + Writing — 2 min · sustained posture + on-task time

Passage and writing prompt below are fixed by level and age band so scores remain normable across clinicians and repeat sessions. Do not substitute a different passage. The block is sized to the full 2 min at an age-matched oral reading rate (209 words) — if the student finishes early, restart at the top and record the lap.

Reading passage (L2 · elementary · 2 min)

On Saturday we walked to the park. My little brother pushed his blue scooter along the path. A big yellow dog waited by the gate.

The science museum opened a new room about weather. A tall machine spins air into a thin tornado you can touch, and a wall of screens shows storms moving across the country. Our guide explained that meteorologists compare today's air pressure with yesterday's to predict what will happen next.

Every spring the fourth grade plants a small vegetable garden along the fence. Students measure the seedlings each week and record the height in centimeters on a chart. By June the tomato plants are taller than most of the class, and the beans have climbed the whole trellis.

The library added a maker space in the back corner. There are cardboard sheets, tape, small motors, and a bin of recycled bottle caps. Students design something that solves a problem, test it, then explain what they would change if they built it again.

Bats are often misunderstood. They are not birds and they are not blind. Most bats hunt insects at night by sending out sounds and listening for the echoes that bounce back. A single brown bat can eat hundreds of mosquitoes in one evening.

Functional writing prompt (fixed)

Write two words: today's day and the weather.

Duration & concurrent demand by level:

Level	Duration	Added demand
L1	60 sec	Scan / name / read — floor task.
L2	2 min	Sustained on-task time + posture.
L3	3 min	Add: fatigue complaints, slowing across the block.
L4	5 min	Add: concurrent motor output (trace / copy / write) at age-matched level.
L5	10 min	Add: light recall or comprehension at age-matched level.

Observation checklist (mark all seen):

□ Loss of place / line-skipping / off-task episodes

□ Finger tracking beyond ~30 sec

□ Head tilt or one-eye occlusion

□ Working distance < 30 cm

□ Rubbing eyes, squinting, frowning

□ Increased blink rate

□ Postural collapse / chin-to-desk / face-to-page

□ Verbalized fatigue / request to stop

□ Output rate slows across the block

□ Motor output quality declines (L4)

□ Recall / comprehension fades in 2nd half (L5)

Post-task symptom probe (0 = never, 4 = always):

Eyes feel tired — ___
Words / items move, jump, swim, or float — ___
Words / items blur or come in and out of focus — ___
Headache during the task — ___
Lose place / re-read the same line or row — ___
Have to re-look to remember what was just seen — ___

Score: any single item ≥ 2, or total ≥ 8, indicates functional near-visual endurance concern warranting binocular vision, accommodation, and ocular-motor follow-up. For pre-readers, poor L1–L2 performance reflects endurance / attention to visual stimulus — not a reading deficit.

VPA™

Functional Integration · Functional Reading + Writing Endurance · L3

Examiner ____________ Date ________

Functional Reading + Writing — L3

Classroom sample: read at 40 cm for 3 min, THEN complete a 1-sentence functional short answer (child: 'I like ___ because ___'; teen/adult: fill 3 lines of a mock form). Score fatigue, slowing, blink rate, legibility, and any late-block deterioration.

Administration

Classroom sample: read at 40 cm for 3 min, THEN complete a 1-sentence functional short answer (child: 'I like ___ because ___'; teen/adult: fill 3 lines of a mock form). Score fatigue, slowing, blink rate, legibility, and any late-block deterioration. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L3 Functional Reading + Writing — 3 min · fatigue complaints + output slowing

Passage and writing prompt below are fixed by level and age band so scores remain normable across clinicians and repeat sessions. Do not substitute a different passage. The block is sized to the full 3 min at an age-matched oral reading rate (274 words) — if the student finishes early, restart at the top and record the lap.

Reading passage (L3 · elementary · 3 min)

Every morning the school bus stops at the corner of Maple Street. Children climb aboard with lunch bags and library books. On the way, they wave to Mr. Nelson watering his garden and to the calico cat that sleeps on the porch swing.

The science museum opened a new room about weather. A tall machine spins air into a thin tornado you can touch, and a wall of screens shows storms moving across the country. Our guide explained that meteorologists compare today's air pressure with yesterday's to predict what will happen next.

Every spring the fourth grade plants a small vegetable garden along the fence. Students measure the seedlings each week and record the height in centimeters on a chart. By June the tomato plants are taller than most of the class, and the beans have climbed the whole trellis.

The library added a maker space in the back corner. There are cardboard sheets, tape, small motors, and a bin of recycled bottle caps. Students design something that solves a problem, test it, then explain what they would change if they built it again.

Bats are often misunderstood. They are not birds and they are not blind. Most bats hunt insects at night by sending out sounds and listening for the echoes that bounce back. A single brown bat can eat hundreds of mosquitoes in one evening.

Our class raises trout from eggs each winter. The tank sits in a cold corner away from the sunlight, and a filter hums quietly all day. When the fish are big enough, we ride the bus to a nearby creek and release them into the shallow water.

Functional writing prompt (fixed)

Write one sentence answer: 'My favorite subject is ______ because ______.'

Duration & concurrent demand by level:

Level	Duration	Added demand
L1	60 sec	Scan / name / read — floor task.
L2	2 min	Sustained on-task time + posture.
L3	3 min	Add: fatigue complaints, slowing across the block.
L4	5 min	Add: concurrent motor output (trace / copy / write) at age-matched level.
L5	10 min	Add: light recall or comprehension at age-matched level.

Observation checklist (mark all seen):

□ Loss of place / line-skipping / off-task episodes

□ Finger tracking beyond ~30 sec

□ Head tilt or one-eye occlusion

□ Working distance < 30 cm

□ Rubbing eyes, squinting, frowning

□ Increased blink rate

□ Postural collapse / chin-to-desk / face-to-page

□ Verbalized fatigue / request to stop

□ Output rate slows across the block

□ Motor output quality declines (L4)

□ Recall / comprehension fades in 2nd half (L5)

Post-task symptom probe (0 = never, 4 = always):

Eyes feel tired — ___
Words / items move, jump, swim, or float — ___
Words / items blur or come in and out of focus — ___
Headache during the task — ___
Lose place / re-read the same line or row — ___
Have to re-look to remember what was just seen — ___

Score: any single item ≥ 2, or total ≥ 8, indicates functional near-visual endurance concern warranting binocular vision, accommodation, and ocular-motor follow-up. For pre-readers, poor L1–L2 performance reflects endurance / attention to visual stimulus — not a reading deficit.

VPA™

Functional Integration · Functional Reading + Writing Endurance · L4

Examiner ____________ Date ________

Functional Reading + Writing — L4

Classroom sample: 5 min of reading with concurrent generative writing (child: describe the passage in 2 sentences; teen: 2-sentence answer; adult: 2–3 sentence memo). Score sustained on-task time, sentence output, and whether legibility falls off late in the block.

Administration

Classroom sample: 5 min of reading with concurrent generative writing (child: describe the passage in 2 sentences; teen: 2-sentence answer; adult: 2–3 sentence memo). Score sustained on-task time, sentence output, and whether legibility falls off late in the block. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L4 Functional Reading + Writing — 5 min · add concurrent generative writing (fixed prompt)

Passage and writing prompt below are fixed by level and age band so scores remain normable across clinicians and repeat sessions. Do not substitute a different passage. The block is sized to the full 5 min at an age-matched oral reading rate (425 words) — if the student finishes early, restart at the top and record the lap.

Reading passage (L4 · elementary · 5 min)

The observation deck opened just after sunrise, and a thin ribbon of fog still clung to the harbor below. Gulls circled the pilings while sailboats gathered near the breakwater, waiting for the tide to lift them back into the current. From this height, even the busiest streets appeared calm and orderly.

The science museum opened a new room about weather. A tall machine spins air into a thin tornado you can touch, and a wall of screens shows storms moving across the country. Our guide explained that meteorologists compare today's air pressure with yesterday's to predict what will happen next.

Every spring the fourth grade plants a small vegetable garden along the fence. Students measure the seedlings each week and record the height in centimeters on a chart. By June the tomato plants are taller than most of the class, and the beans have climbed the whole trellis.

The library added a maker space in the back corner. There are cardboard sheets, tape, small motors, and a bin of recycled bottle caps. Students design something that solves a problem, test it, then explain what they would change if they built it again.

Bats are often misunderstood. They are not birds and they are not blind. Most bats hunt insects at night by sending out sounds and listening for the echoes that bounce back. A single brown bat can eat hundreds of mosquitoes in one evening.

Our class raises trout from eggs each winter. The tank sits in a cold corner away from the sunlight, and a filter hums quietly all day. When the fish are big enough, we ride the bus to a nearby creek and release them into the shallow water.

The school newspaper publishes once a month. Reporters interview teachers, coaches, and the cafeteria staff, then type their stories on shared computers. The hardest part is not the writing, editors say, but shortening a long story so it fits in the space available.

The observation deck opened just after sunrise, and a thin ribbon of fog still clung to the harbor below. Gulls circled the pilings while sailboats gathered near the breakwater, waiting for the tide to lift them back into the current. From this height, even the busiest streets appeared calm and orderly.

The science museum opened a new room about weather. A tall machine spins air into a thin tornado you can touch, and a wall of screens shows storms moving across the country. Our guide explained that meteorologists compare today's air pressure with yesterday's to predict what will happen next.

Functional writing prompt (fixed)

Write 2 sentences about the passage you just read.

Duration & concurrent demand by level:

Level	Duration	Added demand
L1	60 sec	Scan / name / read — floor task.
L2	2 min	Sustained on-task time + posture.
L3	3 min	Add: fatigue complaints, slowing across the block.
L4	5 min	Add: concurrent motor output (trace / copy / write) at age-matched level.
L5	10 min	Add: light recall or comprehension at age-matched level.

Observation checklist (mark all seen):

□ Loss of place / line-skipping / off-task episodes

□ Finger tracking beyond ~30 sec

□ Head tilt or one-eye occlusion

□ Working distance < 30 cm

□ Rubbing eyes, squinting, frowning

□ Increased blink rate

□ Postural collapse / chin-to-desk / face-to-page

□ Verbalized fatigue / request to stop

□ Output rate slows across the block

□ Motor output quality declines (L4)

□ Recall / comprehension fades in 2nd half (L5)

Post-task symptom probe (0 = never, 4 = always):

Eyes feel tired — ___
Words / items move, jump, swim, or float — ___
Words / items blur or come in and out of focus — ___
Headache during the task — ___
Lose place / re-read the same line or row — ___
Have to re-look to remember what was just seen — ___

Score: any single item ≥ 2, or total ≥ 8, indicates functional near-visual endurance concern warranting binocular vision, accommodation, and ocular-motor follow-up. For pre-readers, poor L1–L2 performance reflects endurance / attention to visual stimulus — not a reading deficit.

VPA™

Functional Integration · Functional Reading + Writing Endurance · L5

Examiner ____________ Date ________

Functional Reading + Writing — L5

Classroom sample: 10 min of reading, then a 2–3 min age-matched functional writing task (child: journal entry; teen: paragraph response; adult: complete a functional form or paragraph note). Score fatigue, complaints, output volume, late-block legibility, and recall / comprehension accuracy.

Administration

Classroom sample: 10 min of reading, then a 2–3 min age-matched functional writing task (child: journal entry; teen: paragraph response; adult: complete a functional form or paragraph note). Score fatigue, complaints, output volume, late-block legibility, and recall / comprehension accuracy. Follow the VPA™ Manual v1.0 rubric and score 0–3.

Materials: Task-appropriate stimulus (see printable packet)

L5 Functional Reading + Writing — 10 min · add extended writing + light recall

Passage and writing prompt below are fixed by level and age band so scores remain normable across clinicians and repeat sessions. Do not substitute a different passage. The block is sized to the full 10 min at an age-matched oral reading rate (876 words) — if the student finishes early, restart at the top and record the lap.

Reading passage (L5 · elementary · 10 min)

Astronomers have long studied the way certain stars appear to brighten and fade over regular intervals. By measuring these changes carefully, scientists can estimate how far away a star is, what elements it contains, and even whether unseen planets might be pulling gently on it as they pass.