BASIC FUNCTIONS TEST

ADAPTATION [Link].D.I 2000

Instructions:
This diagnostic test assesses the maturity of basic functions, essential for the
reading and writing. The mentioned test was validated in the cities of: Quito in the
schools in the northwestern sector, in Guayaquil and Loja applied to a population of
9500 cases

It is applicable to 5-year-old children who belong to the first year of basic education.
the preparation period of the 'second year of basic education'.

It is done individually and over time; furthermore, it is easy to apply and economical.
and quick assessment

The basic functions test evaluates the fundamental areas that are involved in the
process of reading and writing being them

Body Schema
Lateral Dominance
Temporal-Spatial Orientation
Dynamic Coordination
Auditory Receptiveness
Visual Receptive
Manual Expression
Vocal Auditory Closure
Pronunciation
Auditory Sequence Memory
Visual-Auditory-Motor Coordination
Visual Memory
Auditory Discrimination
Viso-Motor Coordination
Manual Development
Attention Fatigue

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 Area: (I) body schema.
It consists of 3 items that will diagnose the knowledge that children have.
of the body scheme.

a.- IN HIS OWN BODY

E S
The child is asked to point out the following parts 'Fine'. ( ) ( )

E S
b.- IN HER IMAGE.- (in front of a large mirror) ( ) ( )

The child is asked to point out thin or thick parts at the evaluator's choice.

NOTE: The child must be in front of the mirror and the evaluator behind the child.

2
 E S
c.- IN ANOTHER PERSON.- ( ) ( )

The child is asked to point out 4 THICK parts.

EVALUATION: it is credited as a positive area admitting one error per item

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 AREA: (II) LATERAL DOMINANCE

It consists of several items; it diagnoses lateral dominance with a series of activities.

with the eye as ear and foot.

The child must complete the activities according to the instructions given in each section.

A.- Eye (Look) I D

For a You ( ) ( )
Cardboard with Hole ( ) ( )

B.- Hand

Throw a Ball ( ) ( )
Bobinar ( ) ( )
To paint
( ) ( )
C.- Ear

Watch - Stopwatch ( ) ( )

D.- Pie
( ) ( )
Jumping On One Foot

EVALUATION: it is accredited as a positive area when the child has completed all of their
activities with the right or left and how its dominance is not negative
defined.

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 AREA: (III) ORIENTATION

3.1 TEMPORAL:

This area measures temporal orientation, consisting of 4 items.

The child is asked: E S

a.- Is it day or night right now? ( ) ( )

b.- What do you do at night? ( ) ( )

( ) ( )
What did you do at home yesterday?
( ) ( )
d.- What activity did you do today?

Note: cards can be omitted and replaced with direct questions about the
current time (example: it is day or night at this moment)

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3.2 SPATIAL

Cost of 4 items. Measures spatial orientation (up, down, in front and behind)

The following orders are given to the child

E S
a.- put a cross on the ball that is above the child ( ) ( )

b.- encircle the ball that is above the child ( ) ( )

6
 E S

c.- put a cross on the ball that is behind the boy ( ) ( )

( ) ( )
d.- encircle the ball that was in front of the child

EVALUATION: it is accredited as a positive area admitting two errors

NOTE: cards can be replaced with classroom objects by placing them in different
positions (e.g.: the pencil is on top of or underneath the table)

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 AREA: (IV) DYNAMIC COORDINATION.
A list of 2 items is requested from the child: E S

a.- To jump on one foot ( ) ( )

( ) ( )
b.- That with a big ball I bounce it with one hand or with two

EVALUATION: it is credited as a positive area when the coordination of both the foot
as hand in hand is perfect (no zig-zag is allowed, nor bouncing)

AREA: (V) AUDITORY RECEPTIVE

List of 15 items. Diagnoses the child's ability to listen to an order and

encode it in response.
E S
Do birds eat? ( ) ( )

b) Do cats fly? ( ) ( )

c) Do babies cry? ( ) ( )

Do the trees dance? ( ) ( )

Do the children play? ( ) ( )

Do birds paint? ( ) ( )

g) Do bananas write? ( ) ( )

h) Do people get married? ( ) ( )

Do bicycles study? ( ) ( )

Do mothers cook? ( ) ( )

k) Is the sky green? ( ) ( )

Is the sun hot? ( ) ( )

m) The flowers eat ( ) ( )

Do trains sleep? ( ) ( )

Do frogs jump? ( ) ( )

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EVALUATION: it is credited as a positive area allowing two errors

AREA: (VI) RECEPTIVE- VISUAL

It consists of 4 items. Diagnoses whether the child perceives a visual stimulus or not.
manifesting to him:

a.- this boy is writing, look for another one who is doing the same

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b.- this person is sweeping, look for another one who is doing the same

c.- it is a scissors, look for an equal one

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d.- this is a key, look for an equal one

Evaluation: it is credited as a positive area admitting an error.

AREA: (VII) AUDITORY ASSOCIATION

It consists of 10 items

Diagnoses abstract codings and decodings of the child 'complete the sentence
that I want to say
E S
A bird flies in the air ( ) ( )
A fish swims in
A bread is for eating ( ) ( )
The milk is for
The smoke rises ( ) ( )
The rain
I sit in a chair ( ) ( )
You sleep in
5. Juan is a boy ( ) ( )
Maria is
I eat on a plate ( ) ( )
You take in
The red light means 'stop' ( ) ( )
The light means......
8. The ears are for listening ( ) ( )
The eyes for

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 I am awake during the day ( ) ( )
You are asleep during ....

A rabbit is fast ( ) ( )
a turtle is

EVALUATION: It is accredited as a positive area allowing for up to two errors.

AREA: (VIII) MANUAL EXPRESSIVE

It consists of 10 items diagnosed as expressed by the child in a visual-motor way.

You are told 'I name an object and you will respond with miming' (signs)

E S

Hammer ( () )

2. Guitar ( () )

3. Spoon ( () )

4. Telephone ( () )
5. Toothbrush/toothpaste
( () )

6. Scissors ( () )

7. Pencil sharpener ( () )

8. Pencil ( () )

Knife ( () )

broom ( () )

EVALUATION: it is credited as a positive area admitting two errors

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 AREA: (IX) VOICE AUDITORY CLOSURE

Coast of 5 items. Diagnose the auditory vocal integration.

The child is told, 'listen carefully and complete the word that I want to tell you.'

E S
blue car ( () )

( () )
[Link]…….na

[Link]…..sa ( () )

( () )
[Link]

[Link]……wheel ( () )

EVALUATION: it is accredited as a positive area admitting an error.

ÁREA: (X) PRONUNCIACIÓN

Cost of 6 items. Diagnose the pronunciation with words whose mental scheme is
structured

E S
cloth diagram ( () )

ballpoint ( () )

c) tricycle ( () )

d) tongue ( () )

newspaper ( () )

swing ( () )

EVALUATION: it is credited as a positive area accepting 0 errors

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 AREA: (XI) AUDITORY SEQUENCE MEMORY

It consists of 10 items. It diagnoses the child's auditory memory.

It is said 'listen carefully and repeat exactly the following babysitters'

E S

1. 3 2 5
2. 2 5 1
3. 1 6 2 4
4. 1 3 5 2
5. 7 1 3 2
6. 2 5 4 6 9
7. 3 2 5 7 8 3
8. 9 2 6 7 5 8
9. 2 4 6 3 2 5 7
10. 5 4 7 9 7 6 2 3

EVALUATION: it is accredited as a positive area when it has repeated 8 digits.

basic memory for reading-writing

If the child managed to repeat three digits, they move to the next series; otherwise, they are credited.
weakened area, this is how it operates with the other series.

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 AREA: (XII) VISUAL- AUDITORY- MOTOR COORDINATION (RHYTHM)

It consists of 7 items. It diagnoses visual-auditory-motor coordination, with

visual and auditory pattern Listen and repeat exactly (with claps)

ooo
2. oo - oo
3. ooo- oo
4. ooo –o - ooo
5. o –ooo–o
6. o –oo–oo - ooo
7. oo –ooo–ooo- oooo

EVALUATION: evaluation as a previous area (XI). If you manage to overcome the

EVALUATION: it is evaluated as the previous area (XI) if it achieves the first series it passes to
the following, otherwise it is credited as a weakened area. It is a positive area
E S
when he manages to defeat the seven series.

AREA: (XIII) visual memory

It consists of 8 items with different designs. It diagnoses visual memory; it starts with
three cards.

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Look closely at these cards (15 seconds) then change their positions and you will have
to put them in the same order*

EVALUATION similar to areas XI and XII. If he manages to defeat the series (three cards) he moves on to
the following series, otherwise a weakened area is credited. It is a positive area when
achieve overcoming the arrangement of all series (8).

AREA (XVI) AUDITORY DISCRIMINATION

It consists of 10 items and diagnoses auditory discrimination. The child must repeat both.
words of each item, after having been pronounced by the examiner. NOTE: the
the evaluator should stand behind the child and repeat the words in a lower voice than them
habitual

E S

data-duck ( ) ( )
bed-bed ( ) ( )
c) horse-hair ( ) ( )
tin can ( ) ( )
man-hunger ( ) ( )
table-mass ( ) ( )
hand-to-hand ( ) ( )
h) third generation ( ) ( )
house-pass ( ) ( )
pana-lana ( ) ( )

EVALUATION: It will be graded as a positive area without admitting errors.

AREA. (XV) VISOMOTOR COORDINATION

It consists of 3 graphic cards. Visual motor coordination diagnostics consists of 3 cards.

graphical. Diagnoses visual motor coordination. The researcher asks the child: 'copy the'
drawings of these cards

NOTE: Without boxes and margins.

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EVALUATION:

Las mismas evalúan: rotación, integración y perseverancia.

It will be assigned as a positive area when there are no errors; if there is at least one, it will be.
it will constitute a negative area.

Rotation: (hexagon sheet) change of position of the figure by more than 45 degrees.

Integration: (square sheet) separation of the parts of the figure into at least three
millimeters.

Perseverance: (dots sheet) when you have drawn more than 10, 12, or 14 points according to the
card used.

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 AREA (XVI) MANUAL DEVELOPMENT

It consists of two items. It diagnoses fine motor skills.

The child is asked to cut out the following figure as quickly as possible, without touching the lines.
laterals.

NOTE: Two figures will be used, a straight line and a curve that must measure half.
centimeter wide. Only one strip will be delivered with each stroke.

EVALUATION: It is credited as a positive area when it cuts more than 50% of the drawing without any
error (in one minute each).

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19
 AREA: (XVII) ATTENTION AND FATIGUE

Diagnoses attention and fatigue. ( )

Put a dot in each box as quickly as you can (preferably use a marker)

EVALUATION: It is credited as a positive area when it exceeds 50 points in time.

assigned (one minute).

NOTE: It is accepted that in the grid a small line instead of a dot is allowed, if there are 2 dots or more.
in the same box it is worth one, disorganized filling is accepted.

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21
I Lateralidad

Simple orders

Raise your right arm

Lift your left foot
Point to your right eye
Touch your left ear
Complex orders

With your right hand touch your left eye

With your left hand, touch your left knee.
With your left hand, touch your left ear.
In the examiner

What is my right hand

What is my right eye
Which is my left leg
II Directionality

A) To look
Up
Down
Back
Forward
b) walk towards:

Forward
On the left
Back
To the right
c) points to an object that is

Closer to you
Further from you

d) bridge

To the right of the table

Behind the chair
To the left of the table
Next to the mirror
Between the table and the chair
In the center of the office
Temporal orientation (5 -6 years)

Distinguish tomorrow, afternoon, or night

Say the days of the week in order

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 What day is today
What day will it be tomorrow?
What day was yesterday?
From 7 to 8 years old

Decir en orden los meses el año

When is your birthday
When on Mother's Day
When is Christmas?
Visual Gnostic

Colors:

Nombra e identifica los colores: rojos, azul, blanco, verde, tomate, rosado, celeste, plomo, café,
purple

Figures

Nombra e identifica las formas: cuadrado, círculo, rectángulo, triangulo, ovalo, rombo, estrella,
cross

Tactile Gnostics

With closed eyes distinguish:

Weights, sizes, textures, shapes, and thicknesses

traces made on the child's body

Motor skills

Gross motor skills

Jump on one foot

Jump on 2 feet to the same place
Grab a ball with 2 hands
Grab a ball with 1 hand
To stand on one foot
Walk heel to toe straight ahead

Fine motor skills

Color
To thread
Making knots
Making paper balls
Cut
Tie your shoelaces.

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24
INDIVIDUAL CHART OF POSITIVES AND NEGATIVES

NOMINATION
I II III IV V VI VII VIII IX X XI XII XIV XV XVI XVII All Tot
+ -
1

10

11

Total
Positives
Total
Negatives

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FORMATION OF WORKING GROUPS

No. NOMINATION GROUP ERRORS

1 11 Lower Group: Preparation

2 11 intensive in all areas

3 10

4 9

5 9

6 9

7 8 Group less than good

8 7 Normal group intensify in

9 7 weak areas

10 7

11 6

12 6

13 6

14 5

15 5

16 5

17 5

18 4 Good group

19 3 Normal preparation.

20 3

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Objects. (Magazines, sheets)

- Cutting squares: cut five-centimeter squares of paper and make

make compliments (paper, newspapers).
- Tearing exercise: with newspaper, tear it first quickly,
then using only the index and thumb fingers, and following a line. (newspaper paper)
- Press: press a small ball between the thumb and index fingers and try to make it
it moves, then between the thumb and middle finger; then between the thumb
- And ring; and between the thumb and little finger. When I achieve the coordination of this
exercise with one hand, this work will be done simultaneously with both hands. (ball)
- Hand exercises: open and close the fingers of the hand, using sunlight to project
with hands different shapes of animals and objects in the shadow.
- Wrist exercises: wrist twists in the air on the back of the hand
partner on the surface of the desk.
- Tracing exercises: using carbon paper, complete the activity of tracing a drawing for
let the child paint. (paper, charcoal, sheet)

SKILL:

MOTOR

CONTENT:

GROSS MOTOR SKILLS

ACTIVITIES

- Point out, name, and locate on your body: the head, forehead, hair, eyes, ears, mouth and
its elements, nose, cheeks and chin; parts of its throne: back, chest, waist,
abdomen and hip; parts of the upper limbs: shoulder, arm, elbow,
dolls, hands, palms, fingers, and nails: parts of their lower limbs: thighs,
["knee","ankle","calf","heel","feet","toes"]
- All these thick and thin segments will be named at four moments: at their
body, in that of another colleague (in pairs), in drawings or silhouettes, and in their image facing forward
in the mirror.
- Assemble human body puzzle (puzzle)
- Draw straight, curved, and broken lines on the floor for the child to follow the path.
chalk
- Light projection with a mirror in the shadow, for the child to try to catch the light.
maestro cambiara constantemente de posición, en el evento que el nia se encuentre
cloudy, use a flashlight. (mirror or flashlight).
- Segmental independence exercises, while one hand rubs on their desk, the
another makes coordinated strikes on the same surface.
- Seesaw balancing exercise

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- Popular games like: cat and mouse, hopscotch, don't let it touch you, statues, cousin train and
jump rope.
- Imitate animal movements: jump like a rabbit, frog, and kangaroo; run like a
dog, tiger, and hen; walk like a crab, duck, lion, and bear; walk on the edge of the
path.
- Imitate sounds produced by animals in different tones: low and high, can
to be a cat, dog, duck, hen, frog, lion, bear, elephant, and horse.

SKILL:

MOTOR

CONTENT:

RHYTHM

ACTIVITIES:

SKILL:

Psychomotor

CONTENT:

VISUAL DISCRIMINATION

ACTIVITIES

- Threading of mullets with different patterns: first of any color or size,

after three greens, two yellows, one white, three reds, two blacks, five reds, etc.
one large, two small, three medium, four small, etc. (mulls)
- Pairing figures by their shape, size, color, texture, etc. (plasticine, sheets,
sandpaper, cotton

SKILL

Psychomotor

CONTENT

AUDITORY DISCRIMINATION

ACTIVITIES

- Speech therapy cassette to help the child discriminate sounds.

logopedia
- Discrimination of similar words: for example: cat-duck-shoe, swallow-
kitchen.

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- Background sound exercises: have the child turn their back and ask their classmates to
speak simultaneously, the child must identify the names of their classmates who
they talked.
- Put the child inside a circle and say that when he hears a whistle, he comes out.
right; a whistle, jump to the left, a hit, forward and a sneeze towards
back.(whistle)
- Rhythm exercises with a visual pattern: 0000 00 0/0 00 00/000/0000 00 0 00 000, it
it will indicate that each circle corresponds to a hit, but it is taken into account that
the space between circle and circle is a silence. The united circles are blows
followed.
- Rhythm exercises with an auditory pattern, similar to the previous exercise, the teacher
indicate the visual rhythm and the child must repeat the heard rhythm, it is preferable that
for this activity the child should remain with their vision obstructed.
- Mark the rhythm with claps of songs or marches.
- Mark the respiratory rate of the classmates.

SKILL:

PSYCHOMOTOR

CONTENTS

VISUAL-MOTOR COORDINATION

ACTIVITIES

- Tracking exercises with sight, different labyrinth designs are drawn on the blackboard.
with entry and exit points and the child is made to follow everything with their gaze.
journey, afterwards this exercise will be done with the index finger. ( designs of
mazes)
- Crossed out figures with different colors on the pages of a magazine. (Paintings,
laminas)
- Draw straight lines on the board: horizontal, parallel, oblique, broken, mixed,
wavy, so that the child can trace in his notebook.
- With balls, make the child play target shooting.
- Present them with landscape sheets, so that the child can draw in the air with their index finger.
(landscape prints).
- Singing and intonation exercises: give the beginning of a well-known song so that the
child continue to notice the rhythm. (songbook)
- Exercise of rhyming repetition. (rhyme book)
- Repeat words pronounced in a normal tone and then gradually decrease in
intensity.

SKILL:

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PSYCHOMOTOR CONTENT

CATEGORICAL KNOT

ACTIVIDADES:

- Copied from grid drawings, a maximum of four squares. (graphic designs,

grid paper
- Trace semi-abstract designs on a grid for the child to try to reproduce.
in his/her notebook.
- Writing exercises in four-line notebooks.
- Exercises on the notions of before, between, after.

SKILL:

Psychomotor

CONTENT:

VISUAL PERCEPTION

ACTIVITIES

- Present slides for the child to observe, the teacher will ask about:
characteristics, details, differences, colors, characters of the content of the sheet.
(sheets with various drawings).
- Play the game of 'seen riddles', which consists of asking what objects are in
the classroom or at home?
- Hold the child's head with your hands and make him perform eye movements:
right-left, up-down.

SKILL:

Psychomotor

CONTENT

AUDITORY MEMORY

ACTIVITIES

- Dance exercises: making the children dance with the precaution of constantly
change their rhythm (various music CDs)
- Memorization of rhymes, tongue twisters, verses, stanzas, and small recitations (rhymes,
tongue twisters, verses, stanzas
- Tell short stories for the child to reproduce; they should emphasize the
logical memory that contains the story. (storybooks)

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- Repetition of words with the correct order sense stated by the teacher.
- Repetition of words with the child facing away two meters from the teacher and will repeat
words that I say to him, the teacher's tone of voice will be normal and then will gradually decrease
in intensity.

SKILL

Psychomotor

CONTENT

VISUAL MEMORY

ACTIVITIES

- Armado de rompecabezas, presente al niño el rompecabezas totalmente armado, para

I observed for a moment, I disarmed so that the child could complete the task.
scheduled, take the time and encourage improvement. (puzzle, clock)
- Present four school supplies: notebook, pencil, sharpener, and eraser, make it so
observe for several seconds and solve so that the child puts them in the same order, yes
surpass, add one more object, this type of exercise can be done with utensils
from the house, cleaning supplies, means of transportation, fruits, clothing, etc. Always with objects
common. (varied sheets)

SKILL

Cognitive

CONTENTS

LATERAL DOMAIN

ACTIVITIES

- Identify the right and left halves in your own body and in that of your
companions.
- Place a badge on the wrist of the right hand
- Point out on your partner's back, parts of their right or left side,
this same activity will be carried out with the partner facing forward.
- Unilateral exercises: touch your right foot with your right hand, etc.
- Crossed simultaneous exercises: with your left hand touch your right eye.
- Exercise with the left and right arm: up to the side and to the right.
- Reading image signs: the child will identify the drawings on the sign.
always from left to right; this same activity can be done with colors.

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- Drawing dictation: the teacher will ask them to draw geometric shapes, controlling
that the child performs from left to right.
- Drawing horizontal, vertical lines and with changes in direction.
- Simultaneous drawings using two sheets of paper, the child will draw circles.
simultaneously on both sheets and with both hands.

SKILL

Cognitiva

CONTENT

LATERALITY

ACTIVITIES

- In front of the large mirror divided into two halves with adhesive tape: to boil and that
be aware of what is left and right in feet, hands, ears, eyes.
- Point out in your image and in another person large and small segments, straight and
left-handed.
- If a child is right-handed and their dominant eye or ear is the left, blocking the
dominant sensory organ to perform activities such as watching TV; if the child
he is right-handed and his left foot is dominant, doing varied exercises with the right foot.

SKILL

Cognitive

CONTENT

DIRECTIONALITY

ACTIVITIES

Bottom left.

SKILL

COGNITIVE

CONTENT

CORPORAL SCHEME

ACTIVITIES

- Identify and locate the thick parts of your body, head, torso, and limbs.

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- Determine and manipulate parts of the head: hair, eyes, mouth, ear, neck, eyelashes,
eyebrows, cheeks, lips, teeth, and tongue.
- Nombrar y precisar segmentos del tronco: espalda, hombros y abdomen, tetilla,
hips and genitals.
- Analyze and move segments of the upper and lower limbs: arm, elbow,
antebrazo, muñeca, manos y palma, dedos, uñas, muslo, rodilla, pierna, tobillo, talón,
pie, fingers and nails, all the segments the child will identify in their body, in another's
person and in his image.

SKILLS

Cognitiva

CONTENT

PRONUNCIATION

ACTIVITIES

- Exercises with the tongue: put honey around the lips and have it cleaned with the
tongue. (honey)
- With the flat tongue, touch from the chin to the tip of the nose.
- Combined exercises: with your right hand touch your left eye or with your hand
the left touches your right ear.
- Directionality with class elements: take the pencil and put it on the right
left of your notebook.
- Turn in different directions: left, right, forward, backward, up, down.
- Draw in the air or on the board: horizontal lines from left to right, vertical.
from top to bottom.

SKILL

COGNITIVE

CONTENT

TEMPORAL-SPATIAL ORIENTATION

ACTIVITIES

- Relacionar las horas del día con las actividades que realiza el niño: 06h00 se levanta,
07h00 sale para la escuela; 07h30 entra a clases; 09h00 sale a recreo, etc.

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 - Knowing the days of the week through songs and recitations as well as with
school tasks and duties: on Monday I go in the formal uniform; on Tuesday with
heater because I have physical education.
- Teach the months of the year using the same methodology as the hours and days: January
the year begins, in December is Christmas, etc.
- Walk forward and backward, right and left.
- Trace figures with your finger on the child's back so they can identify them.
- Request a skateboard and practice balance with the child.
- Drawing shapes: draw a circle in the upper left corner of the sheet, a
square in the upper right corner, a rectangle in the lower right corner and a
diamond in the lower left.
- Put in and stick out the tongue quickly.
- Exercises with the mouth: yawning, shouting, coughing, gargling with the mouth.
- Teach popular songs, at least one each week.
- Repetition of simple tongue twisters to then increase the complexity.
- Oral pairing of objects: place a series of objects, have the child say their
nombre y concepto y clasifíquelos por su utilidad.

SKILL

AFFECTIVE

CONTENT

Affective and Social Domain

ACTIVITIES:

- Accept and overcome fears typical of the age.

- Avoid dangerous situations for yourself and others.
- Evaluate your relationships and those of others.
- Spontaneously accept their incorporation into the group.
- Practice hygiene rules and orderly behavior.
- Resolve difficulties with adult guidance.
- Project activities, group games, and share the materials.
- Propose guidelines for daily coexistence.
- Organize and participate in recreational activities with family and the community.
- Participate with respect and enthusiasm in civic ceremonies.
- Express graphically and plastically your creativity.

SKILLS

INTERPERSONAL

CONTENT

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USE THE TOILETS WITHOUT HELP FROM ANOTHER PERSON.

ACTIVITIES

- Ask for permission to go to the bathroom

- Say thank you when obtaining permissions.

- Ask for paper to meet your needs.
- Do not ask for help to dress or undress during physical education classes or the times
that it is necessary to do it.
- Go only to the institution's offices.
- Request what you need but politely.
Please.
Thank you
Can you lend me
Good morning
Good afternoon
- Use these phrases without any fear.

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