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What Is Dyslexia And What Are The Symptoms?

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When we measure working memory, we measure the ability to keep information in mind in the face of distraction. We use this ability all of the time in every day life. For example, trying to remember a phone number while a toddler is shouting for attention, or trying to remember a shopping list when you bump into an old friend.

Children use working memory in the classroom. They need to retain important information, such as instructions from the teacher, in the face of distractions from classmates, wall displays, noises outside, and thoughts and feelings.

In our first film, Professor Chris Jarrold introduces the concept of working memory, and why it is important in a classroom setting. Tasks are demonstrated by Dr Debbora Hall, we have used them to help deconstruct working memory into component parts. Dr Rachael Hayes, an educational psychologist (North Somerset Council), speaks about her recent experiences of children with working memory difficulties at school.

The factsheet goes into a little more detail on some of the concepts introduced in this video, and provides references and further reading.

Download the factsheet:WM factsheet 1 (PDF, 451kB) ‌

Please email us to be added to a mailing list for updates on our resources.

contact: w-memory@bristol.ac.uk

Supported by

This project was funded by an Economic and Social Research Council Knowledge Exchange Grant (ES/K005634/1) in Partnership with Educational Psychologists at Bristol City Council and North Somerset Council, and the media production company microfilm.

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When we measure working memory, we measure the ability to keep information in mind in the face of distraction. We use this ability all of the time in every day life. For example, trying to remember a phone number while a toddler is shouting for attention, or trying to remember a shopping list when you bump into an old friend.

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DYSCALCULIA is a specific learning difficulty with mathematics, primarily arithmetic. It was defined in a UK Government document in 2001 as: 'Dyscalculia is a condition that affects the ability to acquire mathematical skills. Dyscalculic learners may have a difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.'

It is defined in the USA (Diagnostic and Statistical Manual of Mental Disorders, 2013) as:
'Difficulties in production or comprehension of quantities, numerical symbols, or basic arithmetic operations that are not consistent with the person's chronological age, educational opportunities, or intellectual abilities.'

Research into dyscalculia has lagged far behind research into dyslexia, but this is beginning to even out. The new powerful neurological tools are shedding new light on this difficulty. Despite this, our understanding of dyscalculia lags behind our knowledge of dyslexia. However, researchers agree that there is no single profile. There are many contributing factors. It is described as a heterogeneous problem which is compounded by the constellation of demands made by maths.

Bearing this in mind, the estimate of people who are dyscalculic is around 5%. There will be a spectrum of maths difficulties. A UK survey into young adults suggests that about 22% are functionally innumerate. My own research suggests some startlingly depressing statistics of success rates for basic problems in a wide range of topics, for example, multiplication and fractions. Again, the research is not definitive, but it some research suggests that the occurrence of dyscalculia is the same for girls and boys, and may even be more prevalent in girls.

Impact

Whilst it is socially acceptable to say, 'I'm hopeless at maths' and for people to accept that statement without criticism, it doesn't mean that there are no everyday problems that are a consequence of those difficulties with maths. Obviously, there may be problems with finances and money, time management, remembering sequences of numbers (for example, phone numbers, pin numbers), reading timetables, correctly diluting medicines, speed of calculating and achieving the maths qualifications needed to enter many professions and jobs.

Maths, more than any other subject, causes anxiety and that anxiety usually amplifies problems. I think one of the key contributors to this situation is the fear of being wrong, the fear of negative evaluation. Much of maths is very judgemental, for example, whilst saying 7 plus 8 is fourteen is close to the right answer, the answer is wrong. Children rarely get credit for being almost right.

There is now neurological evidence to confirm a link maths anxiety to a fear of physical harm.

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DYSCALCULIA is a specific learning difficulty with mathematics, primarily arithmetic. It was defined in a UK Government document in 2001 as: 'Dyscalculia is a condition that affects the ability to acquire mathematical skills.

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Metacognition is a concept that is becoming increasingly popular in education. Ever since the Education Endowment Foundation Toolkit highlighted metacognition as one of the most cost-effective ways to help students improve their learning, more and more schools have started teaching metacognition in the classroom.

However, despite its popularity, many educators are still wondering: what is metacognition? And how can teachers help students develop it? This blog will answer these questions - and more.

So, what is Metacognition in the Classroom?

Metacognition (derived from the Greek root word "meta" meaning "beyond" and the Latin word "cognoscere" meaning "getting to know") refers to a student's ability to be aware of what they are thinking about and choose a helpful thought process. It captures a student's ability to:

Analyse how they think

Have high self-awareness and control of their thoughts

Choose an appropriate and helpful strategy for the task at hand.

The importance of metacognition in education is on the rise after research suggested that it is one of the most effective and cost-efficient ways to help students make gains in their learning. Evidence shows that students who use metacognitive thinking and related strategies improve in a range of subjects, including Maths, Science and English.

I'm Still Confused. What does Metacognition mean in schools?

Let's have a look at concrete examples of metacognition in schools. Try seeing it as:

Developing appropriate and helpful thinking strategies at each stage of a task. - Before a task, students can use metacognitive thinking to think about which strategy has worked previously for something similar and what the best first step may be.- During a task, they can use it to make sure that they are staying on track and that what they have done so far is working.
- Finally, after a task, having a self-debrief that is consistent regardless of outcome will ensure that excessive positive or negative emotions don't cloud their judgement and learning. It will also allow them to identify which areas they can improve, and whether the strategy they used needs to be tweaked next time a similar task comes up.

There are different types of metacognition. These include:

Metacognitive regulation - this refers to the different strategies that students may use to manage their thoughts and emotions. This includes how well they plan, monitor and evaluate their performance. For example, identifying that a particular strategy is not giving them the results that they want and deciding to try a different one is an instance of metacognitive regulation.

Frequently Asked Questions About Metacognition
Is metacognition the same as self-regulation?
No, but they are similar and often linked. Self-regulation is the process of managing one's thoughts and feelings whilst doing a task.

Metacognitive thinking is having control over the cognitive processes you use in learning. However, due to their similarities, it can be assumed that improving one will improve the other.
Is metacognition the same as "thinking about your thinking"?
"Thinking about your thinking" only describes part of metacognition, in that it describes becoming more aware of your thought processes. Metacognition takes things a step further as it encompasses the regulation of these thoughts. At this level of self-awareness, students are able to actively channel their thoughts and alter their behaviours to enhance attainment.
How can I help my students develop metacognition?
There is no one set way to improve students' metacognition. Each student may respond differently to different strategies. However, we have compiled a few tactics you could introduce in the classroom to kickstart your students' metacognitive thinking:

For more concrete strategies to use in your classroom to develop metacognition, check out these blogs:
I've tried to develop metacognition in class with my students, but I don't know if it has worked?
Fear not, you are in good company. Research suggests that teachers can help students develop their metacognition (using the strategies above), but that these gains were more pronounced when a professional in psychology delivered the training. One likely reason for this could be due to them having an increased knowledge of the topic. They are typically more able to explain the concept and advise students on how to put it into practice.

But the best way is to learn about metacognition from an expert yourself. It's easier than before to find great resources on the subject, many of which we link to below. We've also written guidelines to help you choose the best online CPD provider for your school.

Find out more about metacognition in the classroom

Metacognition is a subject much too vast to be entirely summarised in one blog - and the research around it is still being carried out. For a wider overview of it, you can check out our ultimate guide to improving metacognition or download it as a free ebook.

An even easier way to learn how to develop metacognition in your school is to book one our Metacognition CPD workshops. We'll teach you everything that we know, from what the research says to which classroom-ready strategies are our favourites.

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Metacognition is a concept that is becoming increasingly popular in education. Ever since the Education Endowment Foundation Toolkit highlighted metacognition as one of the most cost-effective ways to help students improve their learning, more and more schools have started teaching metacognition in the classroom. However, despite its popularity, many educators are still wondering: what is metacognition?

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How to get assessed for Dyslexia and Dyscalculia?

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How to get assessed for Dyslexia and Dyscalculia?

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Welcome to Patoss, the professional association of teachers of students with specific learning difficulties, for all those concerned with the teaching and support of pupils with SpLD.

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An Introduction to Assistive Technology - British Dyslexia Association

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Developing an awareness of assistive technology can be a vital piece of the support package provided to an individual, as many of assistive technology…

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Typing Lessons - Learn To Type And Improve Typing Speed Free - Typing.com

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Learn to touch type and improve your typing speed with free interactive typing lessons for all ages. Start your typing practice now!

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Learn touch typing online using TypingClub's free typing courses. It includes 650 typing games, typing tests and videos.