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Processing
Speed
Specific Learning Disabilities Community of Practice Working Document
March 15, 2012
Page
Speed Processing
Definition
Ability to perform automatic thinking tasks while maintaining focused attention especially when
pressured. Processing speed may also impact pace of retrieval of information and general rate of work completion.Processing speed may be a hallmark of SLD when other cognitive processing abilities are within or above normativeranges and there appears to be compensation by other abilities, which could explain strengths and weaknesses inachievement. A flat profile in achievement with a flat profile in cognitive abilities would be indicative of a generallearning disability.
Other
factors
to
consider:
Performance
can
be
affected
by
motivation
and
attention,
personality
style,
and
cultural
differences.
Some
gifted
students
show
a
relative
weakness
as
they
reflect
and
check
answers
before
making
a
decision.
Students who are very detail focused and methodical have the potential to be perceived as slow in processing. Remediable
No
Related
areas
of
processing:
Shortâterm memoryâlanguage development and phonemic awareness
Auditory
Processing
Phonemic
awarenessâ
Phonetic
decoding
Long
term
retrievalârapid
naming
Working
memoryâ
auditory
decoding
and
comprehension
Attention
may
be
a
factor
when
sustaining
attention
or
applying
knowledge
Processing
Speed
Specific Learning Disabilities Community of Practice Working Document
March 15, 2012
Page
Speed Processing
Impacts:
Efficient processing of information, quickly perceiving relationships, working within time parameters and
completing simple rote tasks quickly. Processing visual information, completing tests and assignments within usualtime constraints can also be difficult when the student has adequate skills and knowledge. May manifest as answeringquestions as if on a time delay or lag, difficulty in retrieving information from memory quickly, overload and loss ofmeaning if information presented too quickly. If the speed of the course or pacing in delivery of content exceeds thestudent's capacity to keep up, the student may appear inattentive, confused, frustrated, or overwhelmed.More targeted areas of academic impact follow and should be useful in interpreting student work samples,observations, teacher interview, and test results.
Reading
Achievement
Slow reading speedââthe ability to process symbols rapidly is important during all school years, especiallyelementary
Impaired comprehension due to memory decay, and/or slow activation, which negatively impacts higher leveledthinking needed for comprehension. Need to reread for comprehension.
Math
Achievement
Automatic computations may be slow despite accuracy and over learning. Slow speed may reduce accuracy onmultiâstep procedures or problems.
The ability to process symbols rapidly is important during all school years, especially elementary.
Related
areas
of
processing
for
math:
o
Shortâterm memoryâ
o
Executive functionsâplanning
o
Working memoryâvisual and auditory
o
Attention
I
Processing
Speed
Specific Learning Disabilities Community of Practice Working Document
March 15, 2012
Page
Research
based
Implications
for
Instruction,
Curriculum,
Environment
(ICE):
I
nstruction:
Be aware of pacing of instruction and content delivery. Provide more wait time provide most critical information first withreinforcement and practice to assure time
Research
based
accommodations:
provide
extended
time,
shortened
directions
and
assignments
(Ofiesh,
Provide
instructional
interventions
designed
to
increase
reading
rate
and
fluency.
Repeated
reading,
choral
reading,
meta
cognitive
instruction
(see
Hale
and
Fiorello
for
more).
Use
a
variety
of
techniques
to
make
content
concepts
clear
(i.e.:
be
succinct,
modeling,
preview
material,
hands
on
activities,
etc)
Corrective
reading
or
automaticity
instruction
Culturally
and
Linguistically
Diverse
Students
may
show
difficulty
with
processing
speed
that
may
or
may
not
be
related
to
disability.
Strategies
for
instruction
include:
ď§
Speech
appropriate
for
studentâs
proficiency
levels
ď§
Clear
explanation
of
Academic
tasks
(i.e.:
step
by
step,
graphic
organizers,
oral
input
supported
by
written,
modeled
input,
etc.)
C
urriculum:
Evaluate curriculum and pacing for a goodness of fit. Prioritize delivery of content E
nvironment:
Recommendation
for
Differentiation
in
the
General
Classroom
for
Processing
Speed
(includes
changes in methods, Universal Design for Learning, process, accommodations, assistive technology, etc.)
Processing
Speed
Specific Learning Disabilities Community of Practice Working Document
March 15, 2012
Page
Content
Process
Product
Prioritize content and introducemost critical material first.Provide time to process and askquestions.Allow multiple different ways toprocess information so that thestudent who needs more time hasquiet time to process.Repeat instructions and employnonverbal directions. Presentinformation in auditory and visualways.Build sight word vocabulary and overlearn math facts to improveefficiency.Use clearly established andunderstood daily routines to help thestudent sequence expectations, andreduce anxiety.Reduce environmental distractionsand utilize small grouping.
Use choral, repeated, or paired reading. Teach students to skim or scan for keyinformation by reading titles andheadings, reading chapter questions, andpaying attention to bold type. Teachstrategic highlighting and/or use of stickynotes to access key information.Provide activities to increase rate andfluency (flash cards, speed drills,educational software).Increase âwaitâ time before and afterquestions are asked and responses aregiven. .Teach listening strategies for use audioand visual electronic versions of text (e.g.Novels, text books), combined withfollowing along using a highlighter tomore correctly pace reading and increasecomprehension, and eliminate anxiety.
Allow extended time to do tasks, take tests, or ask/answer questions.
Reduce quantity of work in favor of quality of work.Limit or structure copying activities.Allow âhands onâ products to demonstratemastery level of concepts ( CLD students orapplicable for all students? )Allow student to use noteâtaking aids inclass (i.e. recording pen, recorded lectures)for later review at his/her own pace orutilize peer noteâtaking on carbonlesspaper.Introduce the student to voice recognitionthat will record words into text to facilitatethe completion of writing assignments.Permit the use of scribe or recordedresponses for testing purposes.
