Many children and young people show a slower rate of progress than their peers. This could be due to a range of factors for example developmental delay or the impact of life events. Often their rate of progress will increase over time through high quality teaching and in class support at a universal level. It is important to check hearing and vision prior to consideration of or assessment for cognition and learning barriers. | General Understanding strengths and interests Knowledge and understanding of barriers to learning Knowing CYP starting point and next steps to develop learning Consistent HQT (see Special Education Needs in Mainstream School) Activate prior learning Teaching using a multisensory approach with a lot of opportunities for overlearning Teaching is sequential build on what the CYP knows Model, scaffold to independenceUse of effective questioning to enable engagement in learning Regular assessment informing next steps Opportunities to talk through learning with a peer VSLST Core Training available in a range of areas of cognition and learning. Training request form available via VSLST resource pages on SSE or via school’s VSLST advisory teacher Call Scotland resources and guidance posters |
Reading CYP may have difficulty with:
Engaging with reading independently or with some adult support
Making progress in their reading skills such as reading accuracy, fluency and comprehension
Reading words outside of their vocabulary
Matching the quality of written work with their language skills | Reading
Use strengths,hobbies, interests and choice to engage students in reading
Opportunities for success in reading (reading books with over 95% accuracy and reading familiar books)
Daily reading-short and frequent
A strong culture of reading for meaning and enjoyment with an emphasis on language development and comprehension
Explicit teaching of fluency including re-reading for speed, intonation and response to punctuation
Being read to and talking about text, developing comprehension skills such as summarising, predicting and inference
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Phonological awareness skills
CYP may have difficulty with:
Identifying syllables, alliteration, rhyme
Identifying and recalling individual sounds, graphemes
Blending sounds and segmenting sounds orally
Identifying and recalling individual phonemes (sounds) | Phonological awareness skills
A cumulative multisensory phonics teaching programme, including applying skills in context with frequent opportunities for overlearning
A synthetic phonics teaching programme, including applying skills in context with frequent opportunities for overlearning |
Recognising common high frequency words
CYP may have difficulty with:
Remembering letter-sound relationships for reading and spelling
Remembering high frequency words for reading and spelling
Accurate and/or fluent reading
Matching the quality of their written work with their language skills
Understanding (comprehending) text
Inferring meaning from and/or answering questions about text
Reading words outside of their vocabulary
CYP may appear:
Anxious or refuse when asked to read aloud
To have over reliance on adults or peers and to avoid reading
To overly rely on images and contextual clues when reading
To dislike or avoid reading at home | Recognising common high frequency words
Teach HFW using a multisensory approach, overlearn and use in context
Pre teach vocabulary
Opportunities to listen to stories read and developing language skills (Teacher read aloud sessions)
Explicit teaching of reading skills such as inference, scanning and summarising
Paired reading approaches with peers
Use of audio books, reading software such as ClaroRead and reading pens
Paired reading
Teaching of topic vocabulary
Use drama and role play to support understanding of text
Use of abridged versions of texts to support access to more challenging material
Resources
Sound mats, key words, phonics games, plastic letters, ability and interest appropriate reading books
Essential Letters and Sounds,
Sound Linkage,
ReadWrite inc,
ReadWriteInc Fresh Start,
Rapid Readers,
Read, Write Gold
ReadWrite inc,
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Spelling
CYP may have difficulty with:
Accurately spelling high frequency words and spelling rules such as root words, prefixes are not secure
Recalling and/or knowing graphemes
Spelling accurately using the correct grapheme (letter) choice i.e. spelling phonetically
Breaking down words into syllables and sounds | Spelling
A structured multisensory programme spelling programme based on accurate assessment delivered with regular opportunity for overlearning and applying in context
Teach ‘etymology’ the roots, suffixes, and prefixes of words
Teaching of topic vocabulary
Use of ‘boxes’ font when introducing words – supporting CYP to see the physical structure of a word, using visual clues as well as spelling strategies
Resources
Key word mats, vocabulary lists, glossaries
Essential Letters and Sounds,
Sound Linkage,
ReadWrite inc,
ReadWriteInc Fresh Start
Word Shark, Units of Sound
Apps: A+ Spelling, Mt Thorne Spelling with Dragons |
Writing/Recording
CYP may have difficulty with:
The pace or quality of their handwriting and/or letter formation, and do not competently use an alternate method of recording
Understanding accurately using punctuation and grammar
Difficulty forming or remembering sentences
Sequencing thoughts
Word finding
Written work does not reflect ability or knowledge when speaking | Writing/Recording
Engage prior knowledge around the subject
Teach relevant vocabulary
Opportunities to talk before writing and to ‘talk like an expert’
Support writing with images, actions and drama
Model the thinking process around language choice, grammar and mark when writing
Allow thinking time
Rehearse sentences
Resources
Writing support such as pen grips, writing slopes, alternative methods of recording using technology such as speech recognition (Dragon Naturally Speaking) with training on their use
Dictate function on Office 365.More information can be found at Dictate in Microsoft 365
Word banks and scaffolding materials such as sentence starters, graphic organisers, pictures, labels, images, writing frames
Talking tins for recording short sentences/other recording devices for longer pieces of writing (speech to text)
Magpie books for word finding |
Numeracy - General
CYP may have difficulty with:
Remaining focused or motivated when learning in maths
Learning new mathematical skills
Making progress in their maths learning
Sharing their thinking around maths tasks with peers or adults
Using or applying mathematical concepts
Sense of number and estimation
Keeping up with the pace of learning
High levels of anxiety within the maths classroom
Mental arithmetic skills
Basic understanding of quantity
Understanding Base-10
The four operations of addition, subtraction, multiplication and division
Recording operations using written methods
Difficulty understanding specific concepts such as fractions, ratio, percentages, time and money | Numeracy - General
Start with opportunities for success
Understand the specific barriers and strengths of learners
Chunking, colour-coding, highlighting, regular review of learning points
Opportunities to consolidate learning through play
Access to worked examples and read world examples
Allow the CYP to talk through their learning and thinking
Reinforce understanding of maths using ‘hands-on’ diagrams and models
Follow Concrete, Pictorial, Abstract sequence of learning to introduce new concepts
VSLST Core Training available in a range of areas of numeracy-training request form available via VSLST resource pages on SSE or via school’s VSLST advisory teacher
Dyscalculia toolkit resources Products – Dyscalculia Toolkit
Bradford Primary Maths Toolkit |
Reading skills in maths
CYP may have difficulty with:
Reading mathematical questions
Reading maths as a pace that is line with peers
Understanding and using new mathematical language
Remembering longer mathematical questions
Using decimal points and place value
Reading or ‘seeing’ vertical tables | Reading skills in maths
Provide key words and sentence frames to support discussion around maths
Peer reading support for language heavy questions
Use of visuals and actions to support the introduction of new mathematical vocabulary and concepts. Allow extra time, chunk and colour code steps in a problem
Use a large red decimal point and make it obvious
Print tables in a different colour or highlight them |
Memory and speed of working in maths
CYP may have difficulty with:
Remember verbal instructions, remembering information, keeping up with the pace of lessons
Remembering sequences of numbers and therefore times tables
Remembering words for symbols and the procedure the symbol represents
Remembering where to begin in a page and presenting work in an organised way
Finishing work in the given time scale
Answering independent or confidently and they may need lots of checking from adults or peers
Managing stress when working in time pressures | Memory and speed of working in maths
Avoid copying from the board
Carefully choose language and length of verbal instruction. Encourage highlighting and chunking. Present information in a multisensory way
Teach times tables in a multisensory way with colour, rhyme, music finger tables
Teach each symbol in a multisensory way with physical movement and memory cards and on active displays
Discuss page size, model examples and use larger squared paper or mark where to start
Practice ‘against the clock’/sand timer in fun ways. Allow more time, allow time for discussion before timed tasks
Develop estimation skills so that they can be more confident with their answer when comparing to an estimate
Lots of opportunities to work in timed situations with limited pressures |
Directional confusion in maths
CYP may have difficulty with:
Using left and right
Mathematical language such as prepositions (above, below) horizontal, vertical, diagonal
Reading from and recording on tables, charts and graphs | Directional confusion in maths
Use a marker to help pupil start in the right place, prompt and sit with peers
Use physical movement to demonstrate direction, signing or communication in print
Colour code axes and column, row headings, use an L-shaped piece of card to read from tables/ use direction arrows on graphs and colour code co-ordinates
Resources
Access to concrete resources (an’ enable table’) whiteboards, number lines, range of concrete resources
See Manipulatives (maths.org) for support using manipulatives
See Videos of children using Cuisenaire rods: The Cuisenaire Company |
Cognitive barriers to learning (Executive Function)
Working Memory
Working Memory is crucial for developing fluent literacy and numeracy skills, organisation and following instructions.
CYP may have difficulty:
Remaining focused on the task and/or appear not listen effectively
Being motivated to learn
Keeping up with the pace of whole class teaching and learning
Remembering instructions
Managing multi-step tasks and problem solving
Copying from a worksheet or the board
Understanding and/or retaining verbal information (auditory processing)
Understanding and/or retaining written information
Organising tasks such as time keeping, homework, equipment
Making academic progress
Keeping their place in tasks
They may appear to daydream
Peer social interactions | Cognitive barriers to learning (Executive Function)
Working Memory
Guide to Executive function
Working Memory Core Training through VSLST- Request form on VSLST Resource pages of the SSE
Recap information from the previous lesson, reminders of the ‘big picture’ of learning
Provide a visual model/example so the pupil knows what is required
Be prepared to repeat instructions or modify how the learning activity is presented (repeat with a smile)
Remove distractions
Gain CYP attention before giving instructions
Teach listening skills
Avoid split attention
Reduce cognitive load
Keep it short and simple (KISS)
Teach key vocabulary and overlearn
Give processing time (wait time)
Ask pupil to repeat instruction
Dual coding (visual and aural presented together)
Clear uncluttered presentation with no unnecessary images
Clear visual environment
Colour coding and highlight of key information
Where possible include movement and rhythm, as a moving image is often remembered more easily
Use CYP strengths, such as drawing, to map out thoughts using diagrams or flow charts
The use of visuals e.g. task steps, visual timetable, now and next boards
Use scaffolding but look for opportunities to remove it over time
Teach the CYP strategies to minimise cognitive load such as note taking, highlighting, skimming and scanning, mind mapping, visualisation, colour coding, memory aids, Apps, memory games
Use of small memory aids such as on a keyring with key words, facts, calculation techniques, sentence starters
Resources
Relevant visual prompts
Provide print outs of key information to avoid the need to copy from the whiteboard
Use digital aids such as recording devices and i-Pads to help retain the essential information
Text to speech software - such as apps
Understanding how working memory problems impair classroom learning (cam.ac.uk) |
Speed of Processing
Processing speed is the pace at which you take in information, make sense of it and begin to respond. This information can be visual, such as letters and numbers. It can also be auditory, such as spoken language.
CYP may:
Take significantly longer than peers to start and complete tasks
Appear to forget information or instructions
Seem easily distracted
Give up easily and appear frustrated with learning
Lack confidence in their learning | Speed of Processing
A calm quiet environment when giving instruction
Give time to process any information that is given either orally or in written form
Give time to think and recall the word needed to answer question (take up time)
Give time to recall / formulate sentence / thoughts
Give time to be able to recall the appropriate sounds when spelling
Give time to be able to retrieve the correct sound and blend them together when reading
Give extra time to complete tasks. It is also important to be aware that the CYP may find tasks more tiring than other pupils
Chunk information
Accompany talk with demonstration where possible
Visual processing - provide ‘windows’ to section off written material |
Approaches to learning
CYP may:
Lack confidence and be reluctant to take risks in their learning and copy peers
Appear tired, distracted or passive
Appear anxious when asked to share learning
Have varied performance
Lack perseverance and have low self esteem
Be reluctant or unable to ask for help
Be overdependent on adult support | Approaches to learning
Exploration of underlying learning needs using checklists or assessment
Pastoral support such as monitoring of self-esteem, regular specific praise
Use of student interests and strengths
Opportunities to learn how to play and to learn through play: UNICEF-Lego-Foundation-Learning-through-Play
Ensure high levels of success
Role playing what to do when work is challenging
Developing scripts for when work feels difficult
Support to reflect on the successes, challenges and thought processes for a piece of work |