Isolating handwriting skills, including having students practice independently, in both classroom and occupational therapy settings has been shown to have positive effects on the size, neatness, and speed of handwriting.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: the importance of central executive functions. The British Journal of Educational Psychology, 78(Pt 2), 181–203.
Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8-11 year-olds. British Journal of Educational Psychology, 66, 447-456.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Oxley, E., & McGeown, S. (2023). Reading for pleasure practices in school: children's perspectives and experiences. Educational Research, 65(3), 375-391.
Interleaving concepts when presenting new material during classroom or online instruction naturally creates spaced practice.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78, 181–203.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Assistive technology and mathematics education.
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