Psychological Process | What is it?
Describe it. | Impact in the classroom? | Strategy / Support |
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1. Phonological Processing (reading disability) | Reading disabilities are characterized by difficulties with understanding spoken words are made of parts and the ability to manipulate these parts (e.g., sounds, word parts). | Possible trouble areas:
Blending sounds, sounding out.
Rhyming words.
Difficulty with syllables.
Decoding challenges.
Spelling using phonics.
Learning the alphabet.
Learning a new language.
Activities that require reading fluency. | Segmenting sounds.
Assistive technology (text-to-voice, books on tape, podcasts.)
Use visuals and repetition.
Colour coding, symbols.
Pre-teach new vocabulary.
Highlight important information.
Chunking.
Short, simple readings.
Extra time.
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2. Executive Functioning | This is the the conductor in the brain that provides the ability to carry out different higher order skills, i.e., the ability to attend, plan, organize, shift from one task to another, and self-monitor.
| Inattention to task.
Difficulty getting started with writing tasks.
Difficulty with organizing
assignments. Important for my class: critical period for developing executive functioning skills starts in Junior and continues through high school. Directly related to learning skills. | There are accommodations for instruction, environment, and assessment that can support the development of executive functioning skills, i.e., Chunk work in small segments.
Pre-conference about tasks.
Use visuals/organizers and checklists. |
3. Attention | Ability to focus.
Sometimes due to ADHD (up to 40% of the time with people who have LDs). | Possible trouble areas:
Executive functioning.
Frustration.
Completing the steps for assignments. | Chunking activities into steps.
Provide outlines for tasks/projects and help with planning.
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4. Memory | Trouble remembering or retrieving what they know. | Verbal Memory:
Take in oral information and hold it in mind. This can impact literacy -- connection bet ween names of letters and sounds. Can also impact math skills that require holding information in short-term memory (borrowing or carrying). Working Memory:
Hold information in mind with reorganizing or manipulating it. Thinking about more than one thing at a time. Trouble with multi-step instructions. Can impact reading comprehension -- hard to keep track of all the elements of a story.
Visual Memory:
Trouble taking in visual information and holding it in mind. Differences between letters. Mapping, labeling diagrams. Remembering faces. | Working Memory:
Repeat instructions, demonstrate tasks more than once.
Chunk tasks into steps. Instructions:
Short, simple, clear instructions.
One instruction at a time.
Repeat and review instructions.
Chunks of instructions.
Memorization strategies.
Mnemonics.
Make information meaningful.
Write things down.
Repeat.
Visual or multisensory information.
Calculator, math fact grid.
Associations.
Learn things by rote.
Spell check, assistive tech. |
5. Processing Speed | Slower to make sense of what they are learning or to organize their thoughts. May need more time to write than others. | Trouble areas:
Difficult to finish tests on time, copy from the board, or volunteer an answer in class.
Making a decision.
| Extra time to complete tasks.
Resource time in class.
Make instructions specific.
Frequently check in.
Modify expectations for required amount completed. |
6. Perceptual Motor Processing | Difficulty with coordination of hand-eye movements, or motor planning. | Trouble areas:
Printing, copying, tie shoelaces.
Too much pressure on pencil, leading to fatigue.
Confuse left and right.
Difficulty learning how to dress. | Minimize handwriting requirements -- provide notes.
Use of word processor.
Extra time.
Occupational therapy.
Modify amount of writing required.
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7. Visual Spatial Processing | Difficulty making sense of visual information. | Trouble areas:
Making sense of what they see.
Using visual information.
Reading facial expressions.
Understanding visuals (maps, charts, graphs).
Following visual instructions (sewing pattern, IKEA furniture instructions). | Trace rather than draw freehand.
Use graph paper.
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