When we had a clinic, some of the best study strategy advice came through talking to our gifted students...especially as we saw them over the course of years. Recently, I noticed a research paper by Reis et al. in Gifted Child Quarterly that had a number of great...
It’s really not easy to tell. “Some mathematically gifted students do not demonstrate outstanding academic achievement, display enthusiasm towards school mathematics programs, or obtain top grades in their mathematics classes. It is important to know that there are such students, because their abilities in mathematics are easily overlooked by teachers and parents. In Bloom’s 1984 […]
When researchers compared high IQ and average test subjects in a learning paradigm, the results were surprising. In some areas high IQ individuals work less, as might be expected by the idea that higher IQ people have more efficient brains for learning tasks, but in other areas, high IQ brains were working harder. When were […]
Often when the term “multisensory” is used when talking about dyslexia, math manipulatives or Orton-GIllingham curricula are what come to mind. But multisensory is much more than its association with education. Multisensory abilities and talents account for many super powers that dyslexic people use in their every day success. Strong multisensory learners may learn well […]
Dyslexic children who are struggling in school will be under tremendous stress and have varying levels of anxiety and depression. Stress is well known to affect executive functions and children experiencing stress can look as if they have ADHD. – Destress the Learning Environment. Are expectations well matched to the student’s current ability? Is the […]
For dyslexic students, the language of math can confuse and obscure. Teachers, tutors, and parents should be aware that language could be interfering with math performance and not mathematics itself. From Dyslexia and Mathematics: Here is an example of a...
It would almost seem without question that repetition should be helpful for learning, but researchers have found that if repetitions are too much and too long (longer than 10 seconds in one paradigm), further repetition caused poorer memory and word retrieval rather than better! From one of the papers below: “Both Experiments 1 and 2 demonstrated a […]
It happens to everybody. You research a curriculum thoroughly or it gets through several levels of a review and then you put it into action and… it just doesn’t connect. What do you do? There are several common reasons why a curriculum doesn’t connect with a particular student – and so some trial and error and […]
“I myself am a very poor visualizer, and find that I can seldom call to mind even a single letter of the alphabet in purely retinal terms. I must trace the letter by running my mental eye over its contour in order that the image of it shall have any distinctness at all. – William […]
"This suggests that individual differences in many cognitive tasks are a stable trait marker." There's a new Oxford research study circulating through scientific communities and around the world. From Science (Task-free MRI predicts individual differences in...