Essential Vision Therapy Tools Series — Parquetry Blocks Level 3: Learning to See the Space That Isn’t There

Once a patient has mastered non-contiguous patterns and can comfortably reverse roles

with the therapist, the next progression with this essential vision therapy tool

introduces an entirely new demand: the perception of negative space. This level, called “Pockets,” keeps the square central and parallel, but now the surrounding blocks are arranged in such a way that they create an enclosed empty space, or “pocket,” within the design.

At first, many patients focus only on the blocks themselves. They notice the colors, the shapes, and the orientation of the pieces. But now they must also process something less tangible: the absence of material between them. The empty space becomes just as important as the blocks that surround it.

This is a major developmental step because it requires the visual system to organize relationships beyond direct object recognition. The patient is no longer simply reproducing shapes; they are reproducing spatial relationships. The size and contour of the pocket must match the model as closely as the pieces themselves.

You can often tell when a patient begins to understand this concept. Instead of placing blocks randomly and hoping the final picture “looks close,” they begin actively checking the shape of the empty area in the middle. They may pause, lean closer, or compare distances more carefully. The space becomes meaningful.

For some patients, this level reveals weaknesses that had previously been hidden by the structure of earlier patterns. They may correctly reproduce every block yet fail to maintain the proper pocket size or shape. Others may distort the opening entirely without noticing. These moments are important because they show us how the patient internally organizes spatial information. The therapist’s language continues to matter. Rather than immediately correcting errors, it is more powerful to ask questions that guide awareness. “Does the opening look the same?” or “What do you notice about the space in the middle?” encourages the patient to analyze rather than simply react.

Superimposition becomes especially valuable here. When the plexiglass model is placed over the patient’s work, discrepancies in the pocket become visually obvious. A pocket that is too narrow, too wide, or asymmetrical stands out immediately. This provides concrete feedback for what is otherwise a highly abstract skill.

The fascinating part of this level is that we are teaching patients to appreciate structure through emptiness. In many ways, this mirrors real-world visual function. Reading, navigation, handwriting, and object awareness all rely heavily on understanding the relationships between things—not just the things themselves.

By the time a patient truly masters the “pockets” level, they are no longer simply copying designs. They are perceiving spatial organization with greater depth, flexibility, and precision. The visual world begins to feel less flat and more connected

Want to try these essential vision therapy tools in your clinic?

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