Is there anything that will improve overall processing speed? My son reads, writes and does math by going 2 steps forward, and 1 step back to pick up what he’s missed. He’s definitely not fluent. He can do the work, but it takes so long. I know I can get his assignments shortened, but is there anything that will improve the processing speed? Does this improve with age? He’s 10.
Thanks.
Re: Processing Speed
Hi Mira,
The more he practices, the more fluent he will become and the easier it will get. However, he will always lag in his processing. That is just who he is. I would definately get his assignments shortened. He will improve as time goes on. Until then, I would not overburden him with quantity. You must decide if you want quality over quantity. I had the same situation with my own son and I chose quality. As time went on, he became more fluent and was able to do more work. He had his own timeline, so instead of pressuring him and frustrating him with an overwhelming amount of work his processing gradually improved as he matured. His processing will never be up to speed, but he is extremely bright, has always been in regular classes, and most importantly is experiencing success. He beats to a different drummer and that is what makes him special. We joke about it and say that he has no idea what it means to “hurry up” - it’s just not in his vocabulary.
Keep the assignments short and practice, practice, practice.
Good luck!!
Lisa
Practice makes permanent
The theory from Wolfe, Jensen, and others:
Perfect math practice (in other words with correct algorithm) makes perfect permanent (in memory and helps to quicken retrieval). Imperfect practice (being allowed to do problems with incorrect algorithm) is solidified in memory with repetition, too. One of the most difficult things for brain to do is unlearn something it has learned to automaticity. Same in reading decoding and writing.
Solution: More demonstration & guided practice of correct processes before allowing independent work. Carefully guide practice until student is ready for independent work. Thank you the late and great (but sadly out-of-fashion) Madeline Hunter!
Re: Practice makes permanent
Thank you , thank you, thank you!
I have been saying this over and over again here in many different contexts. My personal rule is “Never practice a mistake.”
We can all tell horror stories of mistaught kids for hours.
Keep up the good work!
Small bursts of work versus marathons
Do a few problems (or read a bit), take a break, come back for more.
I had a 7th grade student this summer for intensive instruction in math. She couldn’t consistently use the algorithms for multiplication or division (let alone with decimals). In seven weeks (about 1.5 hours, 5x weekly), she:
Memorized her multiplication tables 80% proficient ( I used one Mad Minute drill each day and started at her break-down point—6’s She finally came to me saying that most were just inverted from 2X-5X. Those aha’s are so touching and funny.)
Memorized algorithms for long division and multiplication (including decimals) 90%+ proficient
Memorized algorithm for adding, subtracting fractions—with and without like denominators 75% prof.
Memorized Divisibility (2,3,5,6,9,10) 85%
Recognizing prime vs. composite numbers (2-50) 90% prof
Multiplying fractions 90% prof.
Division of fractions 80% prof
How? Spiraling the curriculum in an organized fashion. Watching tiny little details in guided practice (like how the student “lines up numbers”). No giving independent work until the student is nearing proficiency in the process. Giving immediate feedback. (That, of course, isn’t *always* possible in the classroom, but we must watch for every opportunity.) The beauty of 1:1 instruction is immediate feedback.
This turned out to be another epistle…
Learning the skills and practicing them ‘til they’re automatic often helps. Basically, if he’s always right at the “new learning ” level, it’s hard to get the “easy practice” that makes things fluent.