J. Johncock Mod.

4 SPE557 1

Learning Strategies and Information Processing Development Jessie Johncock Grand Canyon University: SPE557 Dec. 17, 2012

J. Johncock Mod.4 SPE557 2 Learning Strategies and Information Processing Development Introduction Attention, memory, recognition and knowledge are directly connected with an individuals ability to learn. Learning strategies have been developed that are specifically designed for student with learning disabilities (LD) and that also emphasizes an individuals information-processing development with a focus on visual-perceptual, motor and language. Attention A students capability to focus on information is a vital aspect of learning, especially in the school system. If a students attention is initially absent, then a cycle of failed information-processing will follow. Each time a students attention is not engaged an opportunity to learn is lost (Smith, 2004). Struggling with attention seems to be a main contributor to learning disabilities. If a student is incapable of completely engaging in their learning because of their lack of attention, they will gain less information to place into their memory. This will then negatively affect their ability to reason logically about that particular information to connect with other information and or solve related problems. Attention characteristically progresses slower for young children with LD, and teenagers with LD tend to typically be more impulsive and distractible. It is essential for educators to focus on evolving thinking skills via learning strategies into their classroom instruction to support their students academic success. Since many students with LD are unable to utilize strategies with content in a intense and meaningful manner independently, it is the job of educators to teacher their LD students about what material is significant to concentration on and problem solving skills.

J. Johncock Mod.4 SPE557 3 Some specific strategies that need to be taught to students with LD to improve their comprehension can be: critical evaluation; trying a new track when they dont understand; using headings, captions and summaries to get an overview; summarizing; narrowing a problem to manageable proportions; rereading when they havent understand a passage; locating related sources of information; using a table of contents or an index; scanning a passage; sorting relevant from irrelevant details; underlining and note taking; and keeping an open mind for additional evidence that could modify their solution to a problem (Smith, 2004). It is vital that teachers emphasize these different strategies so that students with LD can learn how to learn first and then have the appropriate skills they need to learn specific material and content. Memory Being able to retain information is essential for learning in addition to being able to pay attention to information. An individuals memory is separated up into short- and long-term. Short-term memory refers to the effortless process of collecting bits of information once they reach the central nervous system for processing. To allow shortterm information to be comprehended and conserved, it needs be converted in such a way that will allow the information to be memorable, such as by repetition or association. For information to be ultimately deposited into an individuals long-term memory, the individual requires stimulated numerous cognitive abilities such as perception, language, thought, prior knowledge and strategies to process information meaningfully (Smith, 2004). Effective long-term storage of information entails learning techniques such as verbal rehearsal and visualization, which develop during middle and high school years. Recognition and Recall

J. Johncock Mod.4 SPE557 4 Recognition and recall are significant for the progress of information processing since these two factors are a part of the basic memory processes that is developed throughout the first couple of years of an individuals life. Recognition refers to someone familiarity with certain content. Recall is more advanced that recognition because the individual needs to be able to tap into their memory to retrieve information while an individual is involved with recreating the process in the exact sequence and as further prompt signals are accessible. Recognition and recall are the fundamental building blocks that the brain uses for information retrieval and without the basically ability to recognize and recall information an individual would not be able to process information and therefore fail to learn anything. Visual imagery, verbal mediation, self-monitoring and modeling are among the methods that have helped youngsters with LD learn to attended to their important elements of their assignments, organize them for recall and be able to retrieve them from memory (Smith, 2004). The greatest impactful memory strategies are ones that are self-generated because they are more compatible to the students specific learning style. Knowledge The more knowledge a student contains, the more that particular student can learn. An inadequate knowledge bank that secures information and interruptions in learning strategies and information processing abilities can disturb a students capability to develop and retain knowledge. What an individual already knows impacts what they will pay attention to, which will effect what they learn and retain. After time has passed, an individuals new knowledge will change and modify our memory of an experience or part of information. After new information is brought to an

J. Johncock Mod.4 SPE557 5 individuals attention, they will evaluate that information in terms of what they already know (Smith, 2004). Some specific learning strategies that can be utilized to assist in helping students ability to process information are: naming and verbal rehearsal, categorizing in order to organize material, elaborate through associations, visual imagery, monitoring comprehension, highlight and recording information, awareness of how memory works, retrieval strategies (Smith, 2004). When teachers implement metacognitive lessons into their instruction, students are able to achieve self-awareness of their personal knowledge, their individual way of thinking and how they personally remember information. Providing specific metacognitive strategies can equip students with learning disabilities with skills that will assist them to know how to learn. Teaching learning techniques to LD students is vital because students with LD and their peers are able to remember content, so long as the material has been deposited in the first place. Some powerful learning strategies are verbal mediation (self-verbalization, verbal selfinstruction, self-questioning techniques, mnemonic devices, acrostics and pegword method), modeling, chunking, paraphrasing and associations with attention-getting information (Smith, 2004). By teaching students how to use these strategies, educators are empowering them with skills that will help them learning and retain information that will ultimately lead to success both academically and occupationally. To promote learning, it is also vital for teachers to teach learning standards by implementing high order thinking, deep knowledge, substantive conversation and connections to the world beyond the classroom. By implementing these particular

J. Johncock Mod.4 SPE557 6 strategies, a teacher is able to portray the content as powerful and authentic to the students and therefor set up a purpose for learning. Visual-Perceptual Development Since learning strategies approaches can advance attention and learning, it is considered that several students with LD may possess strategy deficiencies instead of information-processing deficiencies in their general capability to learn. Other students with LD are inadequate in their process of learning. Many LD students have general delays in attention, visual-perception, motor and language development that contribute to difficultly in absorbing new information, pulling information from their memory and demonstrating their understanding to others. When tenacious information-processing problems restricts with learning, educators must adapt responsibilities that demonstrate difficult in order to allow the student to have full access to the material (Smith, 2004). Since visual-perceptual abilities typically are considered to reach good enough marks throughout the early elementary grades, students can develop learning headway in spite of persistent perceptual interferences with sight vocabulary, irregular spellings, grasping main ideas and mathematics concepts (Smith, 2004). Motor Development Numerous young children with LD have fine- and gross-motor coordination problems. Fine-motor coordination troubles often continue into high school and adulthood in the form of indecipherable handwriting and inadequate spacing of written work. Poor motor coordination is not in itself the cause of learning disabilities, but it makes representing knowledge problematic and can impact the social status. Although gross-motor function progresses mostly with neurological development, some features can be impacted through teaching. Therefore, remediation

J. Johncock Mod.4 SPE557 7 of motor delays permits the awareness and participation of parents, teachers, occupational therapists and physical therapists. Language Development Since words are symbols for concepts, any issue deciphering these symbols impacts an individuals thinking, comprehension, speaking and social interactions. Deficiencies in language development can negatively impact an individual so that they are unable to use language to effectively facilitate learning. Without thought as a prerequisite, students are unable to develop significant language. Once individuals begin to talk, speech additionally matures their thinking. Children who have language delays typically gain language skills in similar ways as children who do not have delays, but at a slower rate. Some particular learning strategies to encourage language development are utilizing phonemes, vocalization, auditory discrimination, articulation, morphemes, syntax, semantics and pragmatics. Poor listening skills, trouble interpreting nonverbal communication and poor oral communication can affect peer acceptance, teacher evaluation, social-emotional development and future job adjustment (Smith, 2004). Conclusions It is vital that educators are conscious of the typical order of learning strategy and information-processing development so that delays that require attention and need to be developed can be identified and suitable learning objectives and remedial strategies can be implemented. Delays in a students ability to process information will restrict not only their academic success, but can also have a negative influence on their accomplishments in their adult life as well. This is why it is so vital that educators implement learning strategies that will best support student learning and retention. The

J. Johncock Mod.4 SPE557 8 more tactically the student engages learning and the more automatic the informationprocessing skills, the better the learning outcome.

J. Johncock Mod.4 SPE557 9 References Boden, C. & Brodeur, D. A. (1999). Visual processing of verbal and nonverbal stimuli in adolescents with reading disabilities. Journal of Learning Disabilities, 32, 58-71. Di Lollo, V., Handon, D. & McIntyre, J. S. (1983). Initial stages of visual information processing in dyslexia. Journal of Experimental Psychology: Human Perception and Performance, 9, 923-935. Eden, G. F., Stein, J. F., & Wood, F. B. (1995). Verbal and visual problems in reading disabilities. Journal of Learning Disabilities, 28, 272-290. Richards, G. P., Samuels, S. J., Turnure, J. E., & Ysseldyke, J. E. (1990). Sustained and selective attention in children with learning disabilities. Journal of Learning Disabilities, 23, 129-136. Smith, C. R. 2004. Learning Disabilities: The Interaction of Students and Their Environment. 5th Edition. Allyn and Bacon, Pearson Education Inc. Boston, MA ISBN 0-205-31952-1.