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Portrait of a Learner 9-12

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Portrait of a Learner 9-12 > Factors > Speed of Processing

Speed of Processing

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Factor Connections

Hover to see how factors connect to Speed of Processing. Then click connected factors to explore strategies related to multiple factors.

How Speed of Processing connects to...

Speed of Processing, also known as processing speed, is the rate at which we perceive and process information and formulate an appropriate response. Speed of Processing develops rapidly in early childhood and continues to develop throughout adolescence. Notably, adolescents' Speed of Processing may be reduced during puberty due to an increase in neural connections that leads to less efficient cognitive processing. Supporting students as they develop their Speed of Processing skills helps them become quick, efficient, confident, and successful learners.

Main Ideas

Students' Speed of Processing increases throughout development, although research suggests it may develop differently for use across different tasks, for instance language-focused tasks vs. nonlanguage (general processing) tasks. Students' Speed of Processing influences many skills core to learning, including: academic skills such as mathematical competence and reading comprehension; the rate at which students can make decisions, remember new information accurately, and retrieve information from Long-term Memory; how well students can pick up on social cues, follow routines, and have conversations; and supports developing automaticity with these skills. Students who have ADHD and also have low processing speed may actually overestimate their own social skills and need support to increase their Social Awareness.

Additionally, some learners with learning disabilities or ADHD, have slower processing speed reading and writing, or processing numerical information, resulting in slower reading times, difficulties skimming text for relevant words, a delay in response when answering questions, and taking more time to solve math problems. Research shows that slow processing speed has a direct impact on math achievement, due to its impact on Working Memory.

Speed of Processing includes different components which each support our ability to perceive information, interpret the information, and respond:

  • Visual Speed of Processing largely concerns how quickly our eyes perceive information and relay it to our brains. It can affect how quickly students can read words, solve math problems, interpret maps, or follow gestures, among other things.
  • Auditory Speed of Processing largely concerns how quickly students hear information and react to it. It can affect how quickly students follow verbal instructions, as well as core components of reading acquisition, such as phonics and phonemic awareness.
  • Motor Speed of Processing largely concerns manual dexterity and can affect how quickly students can write, build blocks, or draw, among other things.

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Research-Based Strategies For This Factor

Creating Visual Representations

Creating visual representations such as drawings, diagrams, graphs, and concept maps, whether student or teacher-generated, can help students process abstract concepts, enhancing understanding and retention of information.

Games

Games support learning, as learners engage with new information in fun and informal ways.

Gallery Walk

Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.

Cooperative Problem Solving

As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.

Think-Pair-Share (Turn & Talk)

Think-Pair-Share (TPS), also known as Turn & Talk (T&T), is when the teacher pauses instruction so students can discuss a topic or prompt in pairs or small groups, to enhance engagement and learning outcomes.

Think-Alouds

Incorporating think-alouds, or verbalizing thinking while reading or working through a new concept, can be a powerful way to help learners explore disciplinary texts, learn new skills, and retain content.

Guided Inquiry

In guided inquiry, teachers scaffold student learning and help students use their own language for constructing knowledge by active listening and questioning.

Supported Independent Reading

Supported independent reading, sometimes called Scaffolded Silent Reading, is when teachers scaffold and monitor learners' independent reading time, offering students a choice of accessible texts, and periodic check-in's with individual students to provide guidance and accountability.

Multimodal Teaching & Learning

Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory, and tactile.

Multimodal Teaching & Learning

Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory and tactile.

Audiobooks & E-books

Audiobooks, digital text-to-speech books, and e-books are digital formats of literature that allow for portable and accessible reading experiences through audible narration and/or a written electronic version of a text.

Communication Boards

Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential.

Music & Dance

Music and dance supports learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.

Brief Instruction Steps

Providing instructional steps clearly and concisely can help learners understand classroom expectations, reduce cognitive load, and complete tasks more efficiently.

Simulation Learning

Simulations involve students engaging in interactive experiences that mimic real-world scenarios to explore content, practice skills, and solve problems.

Retrieval Practice

Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.

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