# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
What is Dyslexia and what are the symptoms?

# data[].attributes.subject
What is Dyslexia and what are the symptoms?

# data[].attributes.attachment_link.title
What Is Dyslexia And What Are The Symptoms?

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.description
The online dyslexia test for children from Lexercise helps diagnose reading problems in your child in just 5-10 minutes online today.

# data[].attributes.attachment_link.description
Confused by Metacognition and how to use metacognitive strategies in the classroom? Find out more in this blog.

# data[].attributes.attachment_link.readable_text
Metacognition sounds really complex, but it really just means 'thinking about and managing your own thinking.' You might think it sounds difficult to do, but it's something you're probably already used to doing without realising!
We've asked developmental psychologist Dr Heather Branigan to explain what metacognition is and how you can use it to help you with your studies. Listen to what she says in the video below, or read our highlights if you're short on time.

Melody: Hi, I'm Melody, and sometimes I wonder if the study techniques I'm using are actually making a difference. So today I'm going to be speaking to Heather, an expert who can help me find out what works best for me and what doesn't. Hey Heather.

Heather: Hi Melody, I hear you'd like some help with your study strategies.

Melody: Yep. Well, I try my best but I never really know how I'm getting on till I get my test results. I was wondering if there was a way of me keeping on track.

Heather: Yeah, so it sounds like metacognition might be something that will help with your studies. This might seem like quite a complex term, but really it just means thinking about and managing your thinking. So for instance, it's having awareness of yourself such as, knowing that you study better in the afternoons, once you've fully woken up. An important thing about metacognition is, it's something that we can develop and being more aware of our own thinking can really help us be more efficient when it comes to directing our studies.

Melody: But how do I actually put metacognition into practice?

Heather: So the most important thing to start to develop your metacognition, is to try and make that thinking process more explicit, so you're more aware of it. One is just to try and constantly ask yourself questions. So when you're doing a task, think: Have I done this task before or anything similar? What sorts of strategies might I be able to use? What might be most tricky about the task that I'm doing just now? You can also reflect on this later. A good way of reflecting on that later, is through writing. So for instance, writing a journal. So you might be able to set yourself and answer some questions at the end of your learning such as: What worked well? And what might I want to work on next time? What's my main goal going forward? Once you're developing your skills, you can start to ask deeper questions. For example, you might reflect on: What are the different ways that I've been taught to plan my English essays? And what works best for me? But of course, remember that metacognition is something that we can develop through interacting with others as well. So if you are feeling really stuck in your learning, it's always a good idea to get help from a teacher.

Melody: Thank you so much, this is really useful.

Heather: Thank you, good luck.

What is metacognition?

There are two main parts of metacognition - knowledge and regulation.

Metacognitive knowledge is the knowledge we have about our strengths and weaknesses, as well as tasks and strategies whilst we learn and study. This includes knowledge such as "I focus better in the afternoon once I have fully woken up" or "in this maths task I will need to memorise equations".

Metacognitive regulation is the term for the strategies and tools we use to manage our thinking. You're engaging with metacognitive regulation when you plan an essay, or notice that you have not understood something you are reading in a textbook and so decide to take notes or test yourself.

Using metacognitive knowledge and regulation is a good way to boost your learning, and the great thing about metacognition is that the more aware we are of our own thinking, including our strengths and areas to work on, the more efficient we can be with how we focus our attention and develop skills. The more we practice metacognition, the more strategies we have available to us when we come across new tasks - it's like building a collection of tools in a toolbox.

Here's a task to help you practice metacognition... spend a moment thinking of the 'sticking point' from a task or lesson. Pick one thing that is difficult or confusing and then think about what you can do to help make it more manageable - maybe by breaking it down into smaller chunks, or trying a different strategy?

The main thing that can help boost metacognition is to notice when you're thinking about your thinking. This might be noticing when you don't understand something, noticing when something relates to a similar task you have done before, or when you reflect on something you might do differently next time. Doing this can help you identify when you need to ask a teacher for help.

So now you've mastered a couple of effective study techniques to help with your schoolwork, you can combine these with other techniques from the pages below to help you on your way to becoming a study-superstar!

If you need support

You should always tell someone about the things you're worried about. You can tell a friend, parent, guardian, teacher, or another trusted adult. If you're struggling with your mental health, going to your GP can be a good place to start to find help. Your GP can let you know what support is available to you, suggest different types of treatment and offer regular check-ups to see how you're doing.

If you're in need of in-the-moment support you can contact Childline, where you can speak to a counsellor. Their lines are open 24 hours a day, 7 days a week.

There are more links to helpful organisations on BBC Action Line.

# data[].attributes.attachment_link.title
What is metacognition and how can it help you? - BBC Bitesize

# data[].attributes.attachment_link.description
We've asked developmental psychologist Dr Heather Branigan to explain what metacognition is and how you can use it to help you with your studies.

# data[].attributes.attachment_link.title
Want to be a better learner? Start by noticing how you think.

# data[].attributes.attachment_link.description
Metacognition — the ability to think about your thinking — can help you learn faster and make better decisions.

# data[].attributes.attachment_link.authors[].name
Helping teachers access neuroeducation 🧠 

# data[].attributes.attachment_link.title
10 Best Spelling Apps for Kids (With User Reviews & Ratings)

# data[].attributes.attachment_link.description
When it comes to the best spelling apps for kids, you’re going to want to look for something that not only looks nice, but one that engages your young learners, and keeps them interested enough to return time and time again.

# data[].attributes.attachment_link.readable_text
This is the future of spelling .

Sir Linkalot's award-winning app improves spelling for students of all ages

Learn More >

"Sir Linkalot is a fascinating and fun means of memorizing and visualizing words"
- Skillswise, BBC

"It makes spelling fun. I see the animations when I write the words."
- 10 year old child with ASD & ADHD

"Brilliant. I can now spell diarrhoea! "
- Sir Paul McCartney

For Students

Learn to spell any word you want from 'was' to 'onomatopoeia' by watching the short, funny animations on the app. Then test yourself to see if they have stuck and keep track of your results. You'll never fail a spelling test again.

For Parents

Sir Linkalot takes away the stress of you trying to help your child with their spelling lists. You'll be looking over the shoulder, curious to know what they're laughing at. You may even learn some spellings yourself! Download the app now.

For Schools

Revolutionising how children learn the key elements of literacy: spelling tricky words; homophones, vocabulary, punctuation, grammar, rules, patterns and etymology. A game-changer for dyslexics.

The app is divided into the five key elements of literacy: spelling, homophones, rules & patterns, punctuation & grammar and etymology (origin of words). These are categorised into 'bundles' with each based on a renowned literary figure. We're always adding more bundles to the app to further expand your spelling knowledge.

Susie's Stories

Sir Linkalot's partner-in-crime, Lady Lexicographer (aka Susie Dent from the smash hit TV quiz show 'Countdown'), whose favourite book is the dictionary, will reveal the origin of certain words on the app that have an interesting story to tell including prefixes.

Pricing

For Schools & Groups

Annual licence per student

Access to current and future bundles

1 month's free trial

Cross Platform- Browser version for whiteboards

Customer Support

Get in touch

Monthly subscription

Access to current bundles

Customer support

-

BUY NOW

Annual subscription (save 40%)

Access to current and future bundles

1 week's free trial

Customer support

BUY NOW

# data[].attributes.attachment_link.description
This is the future of spelling . Sir Linkalot's award-winning app improves spelling for students of all ages Learn More > "Sir Linkalot is a fascinating and fun means of memorizing and visualizing words" - Skillswise, BBC "It makes spelling fun. I see the animations when I write the words."

# data[].attributes.attachment_link.readable_text
Ireland: 3rd-6th class (some schools start in 2nd or even 1st class)

UK: Year 3-Year 7.

USA & Canada: 2nd-6th grade.

Australia & New Zealand: Year 3-Year 7.

For international schools (including the UAE), it fits curricula for ages 7-12 (e.g., KS2/KS3 in British systems or elementary/middle grades in American systems). If unsure, we recommend starting at ages 8-9 (3rd class/Year 3/2nd grade) and adjusting as needed.
Spellings for Me is also used in:

Secondary schools, for older students needing extra spelling support.

Adult education centres, as part of literacy programmes.

Its flexibility suits a variety of curriculum frameworks worldwide.

# data[].attributes.attachment_link.title
Learn How to Spell with Ease | Spellings For Me

# data[].attributes.attachment_link.description
Discover Spellings for Me, ideal for EAL learners and international schools following British and global curricula. Learn how to spell with engaging lessons.

# data[].attributes.attachment_link.readable_text
Copy out the table below. Then, say the words in the list out loud.

Count how many syllables they have and write the word in the correct column.

The first two have been done for you.

You can check your answers using this answer sheet.

# data[].attributes.attachment_link.title
Spelling tricky words like 'would' and 'people'

# data[].attributes.attachment_link.description
Copy out the table below. Then, say the words in the list out loud. Count how many syllables they have and write the word in the correct column. The first two have been done for you. You can check your answers using this answer sheet.

# data[].attributes.attachment_link.title
How can you get an assessment for dyscalculia and/or maths learning difficulties? - British Dyslexia Association

# data[].attributes.attachment_link.description
An informal assessment of maths learning difficulties or maths screening can be carried out by someone with experience in maths learning and learning…

# data[].attributes.attachment_link.title
Assessments: Before, During and After - British Dyslexia Association

# data[].attributes.attachment_link.description
What is Irlen Syndrome? Irlen Syndrome is a light-based visual processing problem. Specifically, it is a cluster of symptoms caused when the brain struggles to process light and visual stimuli efficiently. Irlen Syndrome is not a reading problem, is not dyslexia, is not an issue with sight or vision, … Continue reading →

# data[].attributes.attachment_link.readable_text
Visual Stress has been known by many other names. Scotopic sensitivity syndrome, Meares- syndrome, Irlen syndrome, Visual Dyslexia, word crowding and Asfedia. Visual Stress is commonly defined as a perceptual processing disorder. This suggests that Visual Stress is not an optical problem, but a problem relating to perceptual processing. This suggests that the visual cortex of brain is unable to properly process visual information from the eyes because of sensitivity to certain wavelengths of light.
I have heard that Visual Stress doesn't exist. Why is that?
Visual Stress remains an area of contention. Whilst it was first described in the early 1980s, there is a lack of evidence that the condition actually exists. A number of research studies* have investigated Visual Stress and have concluded that there is a lack of evidence that Visual Stress exists. They have also not found proof that treatments, such as Irlen lenses, are effective in helping people with reading difficulties.

Despite this research, anecdotal comments from many people with light sensitivity is that they experience symptoms consistent with Visual Stress and that using coloured overlays or glasses is effective in overcoming their difficulties.

* https://ranzco.edu/news/no-scientific-evidence-that-irlen-syndrome-exists-say-ophthalmologists/#:~:text=The%20Royal%20Australian%20and%20New,help%20those%20with%20reading%20difficulties.

* http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0004-282X2019000300194
So is Visual Stress a learning or a reading difficulty like dyslexia?
Visual stress is not a learning or reading difficulty. However it can affect the way people 'see' words on the page and it can cause physical symptoms that make it difficult to read for long periods or affect a person's ability to focus and concentrate on what they are reading.
What are the symptoms of Visual Stress?
The symptoms of Visual Stress are said to include poor concentration; difficulties with reading, writing and comprehension; glare sensitivity and poor depth perception. This can not only affect reading, but can result in a poor judge of distance and cause driving difficulties. In addition, light sensitivity can lead to eye strain may result from reading and people may develop headaches or migraines from certain visual patterns. This can result in a slow reading speed, low comprehension and visual fatigue.

Visual Stress is said to be exacerbated by environmental factors such as lighting, brightness, glare, high contrast, patterns and colours.
Who is at risk of getting Visual Stress and how can it be treated?
People of all ages report having Visual Stress. It also tends to run in families. Whilst there is not a treatment to 'cure' Visual Stress, with help, it can be overcome.
What can be done to help?
As this problem is perceptual, rather than visual, standard prescription glasses cannot help. Many people who complain of visual stress have found a specialist coloured reading ruler or overlay placed over the page can reduce glare. Likewise, when using a PC, programmes / digital downloads such as nOverlay, Tinted Windows, can easily filter the screen colour.

Lenses help to filtrate the light-waves entering the brain, and therefore it does not have to work as hard, so it calms. This can alleviate many of the symptoms, if not all, in some cases. Filters help to make reading easier, faster, for longer whilst feeling less tired and understanding more of what they have read.

It is important to note that different people prefer different colours. An Irlen diagnostician will be able to help to find the right colour. They will also be able to recommend providers of coloured glasses or contact lenses. They should be reassessed on a yearly basis or when the symptoms seem to be returning, especially during adolescence when the brain is constantly changing, and this can continue into adulthood.
What else can help?

Allow students to sit near a window for natural light.

Provide short breaks during lessons which heavily focus on reading and writing.

Allowing students to work on coloured paper.

Changing the background of Presentations to a more calming colour, such as pale blue or green.

When reading in class, tell them slightly in advance the passage/section they will be reading- this allows them to prepare.

Encouragement and positive feedback, offer to demonstrate corrections.

Ask if they require a bookstand or slides from Presentations to be printed (they can put it at an angle to benefit them).

Allow them to make notes to help them recall information/instructions, or make visible to the student.

Who can test to see if I have Visual Stress?
Until recently it was possible for Visual Stress to be screened, assessed and diagnosed as part of a dyslexia assessment. This process involved trialling different coloured overlays (or combination of overlays) and seeing it the child (or adult) is reports a preference when reading.

However, since 2018, dyslexia assessors have been advised not to screen or assess for any visual need. This is because SpLD assessors are not qualified optometrists. There were instances where they were incorrectly diagnosing Visual Stress or other visual difficulties without appropriate knowledge and training.

If you are concerned that you may have Visual Stress you firstly should have a thorough test with an optometrist. This will rule out any possible underlying conditions that may have caused problems similar to visual stress.

The second stage is a referral is made to an Irlen diagnostician who will assess Visual Stress using spectral filters. If diagnosed, they will be able to recommend the specific colour to help the individual.
- More information about the dyslexia and visual issues can be found at - For information on the common traits of dyslexia go to: https://www.dyslexiauk.co.uk/the-common-traits-of-dyslexia/ https://dyslexiauk.co.uk/dyslexia-blog/f/i-see-%E2%80%93-dyslexia-and-vision
- To discuss your concerns with a dyslexia assessor, please click here https://dyslexiauk.co.uk/contact-us

# data[].attributes.attachment_link.title
Visual Stress / Irlens Syndrome | Dyslexia UK

# data[].attributes.attachment_link.description
What is Visual Stress? Visual Stress has been known by many other names. Scotopic sensitivity syndrome, Meares- syndrome, Irlen syndrome, Visual Dyslexia, word crowding and Asfedia. Visual Stress is commonly defined as a perceptual processing disorder. This suggests that Visual Stress is not an optical problem, but a problem relating to perceptual processing.

# data[].attributes.attachment_link.readable_text
What is Visual Stress?

In a Nutshell:

Visual difficulties are often associated with dyslexia, but can exist independently. Difficulties that are perceptual in nature and stem from the visual cortex rather than the eye itself are often termed "visual dyslexia," but they are not dyslexia and should not be confused with it. Visual stress is a scientific term for this set of difficulties.

These difficulties cause distortions and discomfort which can make reading difficult and tiring.

Using a Coloured Overlay or Reading Ruler of the correct tint has been shown to increase reading speed by an average of 22% (page overlays) and 20% (reading rulers).

Screening with the Visual Stress Assessment pack helps schools to identify which tints may be helpful on an individual basis for children with visual difficulties

Sensitivity and response to coloured filters can change over time, meaning a new colour may help more, or the filter may no longer be needed.

There are visual symptoms and physical symptoms to Visual Stress. Not everyone will experience visual symptoms, for a lot of people the main signs are physical such as:

Getting tired whilst reading.

Having to re-read text over before you remember it.

Reading slowly.

Some examples of Visual Symptoms:

Words Blurring

Seeing the 'White Rivers' in text

Colour blobs appearing on page

In more detail

Visual stress is a relatively common condition of the visual cortex which is often experienced by people with dyslexia, but is now generally accepted to be a separate and distinct condition. Apparent movement and distortion of text, headaches and sore eyes are common symptoms. Coloured Overlays were shown in 2001 to improve reading experience for about 20% of the population; a 2019 study showed that the figure could be higher. A common misnomer is "Scotopic sensitivity," which suggests that it is a condition of the retina and not the visual cortex. Visual difficulties create extra problems for a person with other dyslexic symptoms by making words hard to decipher, but once a Reading Ruler or Overlay has made them visually clearer they still need to be decoded. Dyslexia is commonly defined as a phonological processing deficit, so decoding is an area where dyslexia often causes problems.

Because visual stress is perceptual, rather than optical, in nature, it is not corrected by prescription glasses, and it cannot be detected by standard visual, educational or medical tests.

How do you know if you have Visual Stress?

Symptoms vary , but can include headaches and migraines (especially when working at the computer), eyestrain, and words or letters appearing to "jump" or move on the page. People who have these difficulties see the page differently because of distortions of the print or the white background.

In general, somebody with these visual difficulties may:

Experience difficulty looking at a computer screen

Be unusually sensitive to bright lights, especially fluorescent lighting.

Have difficulty judging heights or distances, which sometimes causes problems with stairs and/or escalators.

Find driving at night particularly stressful, sometimes experiencing a fragmentation of reflected light.

Develop headaches and migraines when reading.

Fatigue quickly when working with text

Experience problems copying from the board

Skip words or lines when reading

Seem to experience increased difficulty after an initial period of about 10 minutes

Keep moving their head or body position, or moving closer to or further away from the page

Read slowly and haltingly and have difficulty absorbing information

Track with the finger

Yawn while reading.

Frequently rub their eyes

Visual stress typically causes the following distortions of print, although not all of the following will necessarily be experienced by one person:

The print appears to jump or otherwise move on the page - sometimes appearing to move off the page altogether.

Swirling effects appear in the text.

Whole lines of text may appear to move.

Shimmering colours may appear on the page.

White "rivers" may seem to run down the page, where the white background, as opposed to the black text, has become the dominant image perceived.

Letters may double, reverse, fade or blur. Basically the image of the letters and words is unstable against the white background, and this instability can be experienced in a number of ways.

What can be done?

People with visual stress can read with much greater ease if they cover a print with a specially treated coloured overlay. Screening can help to identify which colour is most beneficial. Crossbow Education supply convenient Reading Rulers and the larger A4 size Coloured Overlays in ten colours that have been carefully selected to cover the full spectrum in different combinations.

Crossbow also supply the Visual Stress Assessment Pack for thorough screening of individual colour preferences. For any optical difficulties, it is important that an optometrist is also consulted to ensure that there are no underlying medical or ophthalmic conditions. Some optometrists prescribe coloured lenses, and specialist equipment to test for colour preference. It is often found that lenses of a different colour from the overlays are needed. A list of specialist optometrists and Irlen centres can be found here.

Does Visual Dyslexia go away?

Generally, no; although there are cases reported where the contrary has been the case. Sensitivity does seem to change though, especially in a changed response to coloured filters. Somebody who has found a particular colour most beneficial may find that this preference changes and a different tint will be more helpful.

# data[].attributes.attachment_link.description
What is Visual Stress? In a Nutshell: Visual difficulties are often associated with dyslexia, but can exist independently. Difficulties that are perceptual in nature and stem from the visual cortex rather than the eye itself are often termed "visual dyslexia," but they are not dyslexia and should not be confused with it.

# data[].attributes.attachment_link.title
Childrens Eyesight & Eye Care | Eyesite Opticians

# data[].attributes.attachment_link.description
Eyesite offers children’s eye exams at all our locations. Protect your child’s vision and get the contacts, glasses and other supplies you need.

# data[].attributes.attachment_link.readable_text
Coloured overlays, (or dyslexia overlays as they are sometimes known) can increase reading speed, help comprehension, an...

Coloured overlays, (or dyslexia overlays as they are sometimes known) can increase reading speed, help comprehension, and reduce headaches and migraines

Difficulty with reading black on white, such as words appearing to move around on the page, or letters seeming to blur or fade, is called visual stress. This is common in dyslexia and other specific learning difficulties, but can exist on its own. Reading through the right colour can help reduce the visual stress that is often connected with dyslexia.

# data[].attributes.attachment_link.description
Coloured overlays, (or dyslexia overlays as they are sometimes known) can increase reading speed, help comprehension, an... Coloured overlays, (or dyslexia overlays as they are sometimes known) can increase reading speed, help comprehension, and reduce headaches and migraines Difficulty with reading black on white, such as words appearing to move around on the page, or letters seeming to blur or fade, is called visual stress.

# data[].attributes.body
Wizz app

# data[].attributes.attachment_link.title
Wizz App Warning: Catfishing and Safeguarding Concerns

# data[].attributes.attachment_link.description
Find out why Wizz poses risks for young users and what parents and professionals can do to respond.