The Frostig Görsel Algı Testi was developed by Frostig (1961) to assess children’s visual perception skills. Marianne Frostig developed this test and program as a result of his many years of work with children with learning disabilities. The Frostig Görsel Algı Testi was standardized based on studies conducted with 2,116 typically developing children. Since its development, the test has been frequently used in research involving the assessment of visual perception abilities (Ahmetoğlu et al., 2008; Alekso, 2011; Brand, 1989; Bezrukikh & Terebova, 2009; Bezrukikh et al., 2009; Walter, 1963). Its frequent use in studies across different cultures, coupled with the confidence it instills in researchers regarding its validity—despite the absence of reliability and validity studies in Turkey—has led to its widespread use in numerous studies (Ahmetoğlu et al., 2008; Akı et al., 2008; Akaroğlu & Dereli, 2012; Aral & Bütün Ayhan, 2004; Aral et al., 2011; Aral & Erturan, 1999; Çağatay, 1986; Tuğrul et al., 2001; Bayhan, 1992; Erdem & Tuğrul, 2006; İbişoğlu, 1987; Kaya, 1989; Koç, 2002; Mangır & Çağatay, 1987; Yıldırım et al., 2012; Yücelyiğit & Aral, 2013). A reliability study of the test specifically for five-year-old children was conducted by Sökmen (1994), which found that the test’s consistency coefficients for the overall scale and subscales were significant at the 0.01 level. The Frostig Visual Perception Test consists of five subdimensions: Eye-Motor Coordination, Figure-Ground Discrimination, Figure Constancy, Perception of Spatial Location, and Perception of Spatial Relationships. Eye-Motor Coordination (EMC) is defined as the ability to coordinate vision with the movements of the body or its parts. In this subtest, children are expected to draw continuous, straight, curved, and open lines from one model to another without guide lines within borders of varying widths; the subtest aims to measure hand-eye coordination. Figure-Ground Discrimination (FGD) is defined as the ability to perceive a stimulus selected or required to be selected from among many stimuli, and to reflect on, focus on, and pay attention to it. In this subtest, children are expected to perceive a figure within increasingly complex backgrounds. Intersecting and hidden geometric shapes are used here.It aims to measure the ability to perceive a shape within a background. Shape Constancy (SC) involves perceiving an object’s shape, orientation, size, shading, and position, and distinguishing it from similar shapes. The test includes squares, circles, rectangles, ellipses, and parallelograms. It aims to measure the ability to perceive shapes in different positions. Spatial Location Perception (SLP) requires a mental process to discern the relative positions of a shape’s parts, and it is noted that this process demands attention. It involves recognizing inverted and rotated versions of shapes presented in a series.It aims to measure the ability to perceive shapes in different positions. Perception of Spatial Relationships (PSR) is defined as the perception of the relationships between two or more objects and their relationships to one another. It aims to measure the ability to analyze the elements that make up a shape. Standard scoring criteria exist for each subscale of the Frostig Visual Perception Test.The child’s raw scores from each subscale are converted to standard scores. Standard scores are derived from percentile tables developed for the Frostig Visual Perception Test (Çağatay, 1986; Kephart, 1978; Ramseyer & Cashen, 1985; Reinartz & Reinartz, 1975; Lockowandt, 1974).