How kids pay attention and why some struggle with It

At a Glance

• Attention is what allows people to identify and take in useful information.
• Paying attention is a process with several distinct parts.
• Kids with attention issues can have trouble with any or all of the parts of the attention process.

Most people understand that attention plays an important role in learning. But they may not know that it’s the very first step in the learning process that occurs in the brain.

Attention is like a funnel that lets kids select and take in useful information. Once the information is there, the brain can make sense of it and store it in memory.

Paying attention may sound very simple. But it’s a highly developed process with several distinct parts. Kids with attention issues can have problems with any or all of these parts. And if they do, it can affect their ability to learn.

Here are the parts of the process and where some kids with attention issues have trouble.

Being Alert

What it is: To pay attention, a child must first be aware and alert, ready to take in information. For most kids, that means being wide awake and well rested.

A student who isn’t alert may literally have his head on his desk during class. But sometimes the signs are more subtle. A child can simply seem “tuned out” and appear to be staring at nothing.

Its relationship to attention issues: Poor-quality sleep and lack of sleep are the top culprits when it comes to alertness issues.

This is true for all kids—those who have diagnosed learning and attention issues and those who don’t. In fact, some kids who appear to have learning or attention issues actually turn out to have sleep disorders.

Sleep disorders include insomnia—problems with falling asleep or staying asleep. They can also affect a person’s ability to achieve deep, restorative sleep.

Kids with ADHD struggle with sleep disorders more often than other children do. If you believe your child is not as “awake” as he should be, talk to his doctor. She may want to adjust his meds or arrange for a sleep study.

Selecting and Sustaining

What it is: The next step is selecting what exactly to pay attention to. That’s followed by continuing to pay attention to it.

To some extent, people use judgement to decide what deserves attention. For instance, a student can choose to pay attention to the teacher and not the birds flying around outside.

But choice and judgement play a smaller role in this process than many people realize. For example, if the whiteboard falls off the wall, all the brains in the room will automatically focus on that. It’s basic instinct.

The same is true if a teacher stands and talks right in front of a student. That child’s brain naturally focuses on what’s taking up his immediate visual and auditory space.

Its relationship to attention issues: Many kids with attention issues want to focus on the “right” thing. But their brains may have trouble picking out what that right thing is.

The other big challenge: Even when kids can pick out what’s important, they may not be able to sustain attention for a meaningful amount of time. So a child may start out listening to the teacher. But then his mind may drift to the birds outside.

Shifting Focus

What it is: Nobody can completely ignore distractions. For example, a loud noise in the hallway will catch the attention of everyone in the classroom. People also frequently shift attention to something internal, like a thought, feeling or memory. But most students are able to shift their attention and then quickly shift back to the teacher.

Its relationship to attention issues: The mechanism that lets most students shift attention easily and quickly is sticky in many kids with attention issues.

A child with ADHD may stay focused on that loud noise out in the hallway long after his classmates have returned their attention to the teacher. By the time he tunes back in, he may have missed important information.

Or he may not return his attention at all. Instead he may move on to, say, what he’s going to have for lunch and what he’s doing on the weekend.

If your child struggles a lot with attention issues there are strategies you can try at home. Medication is also an option to consider. A combination of the right support and treatment can help your child absorb what he needs to know—in school and out.

Key Takeaways

• Paying attention is not as much of a “choice” as many people may think.
• Kids with attention issues have trouble determining where to focus attention, maintaining attention and shifting attention to and away from distractions.
• Educational therapies, as well as medication, can help many kids strengthen attention skills and focus more easily.

Implicit vs. Explicit Instruction - Hallie Smith, MA CCC-SLP

Implicit vs. Explicit Instruction: Which is Better for Word Learning?

Does traditional or exploratory learning work better?

As educators, we are constantly faced with the question of how we can best present material so that it is optimally “learnable” for the different students we are trying to reach.

There is considerable evidence both for and against self-directed and exploratory learning, so there is a great opportunity for neuroscience to examine the ground-level differences between these and more traditional methods of instruction and how the brain reacts to each. One of those differences is the subject of current investigation: the divide between explicit and implicit instruction.

By explicit instruction, we mean teaching where the instructor clearly outlines what the learning goals are for the student, and offers clear, unambiguous explanations of the skills and information structures they are presenting.

By implicit instruction, we refer to teaching where the instructor does not outline such goals or make such explanations overtly, but rather simply presents the information or problem to the student and allows the student to make their own conclusions and create their own conceptual structures and assimilate the information in the way that makes the most sense to them.

Which is more effective?

One study out of Vanderbilt University recently looked at this question as it applies to word learning. In this study, principal investigator Laurie Cutting and her team examined 34 adult readers, from 21 to 36 years of age.

The subjects were taught pseudowords—words that are similar to real words but that have no meaning, such as “skoat” or “chote.” Then, through both explicit and implicit instruction, subjects were taught meanings for these words. (In the study, both of these pseudowords were associated with the picture of a dog.)

The goal was to gain a clearer understanding of how people with different skills and capabilities processed short-term instruction, how effectively they learned, and how those differences looked physiologically in the brain.

In the end, the subjects were all able to learn the pseudowords. But, through functional magnetic resonance imaging (fMRI), the researchers learned that something deeper was actually taking place: subjects previously identified as excellent readers showed little difference between how they processed explicit vs. implicit instruction. Average readers, on the other hand, showed through their fMRIs that they had to work harder to learn through implicit instruction; for them, explicit instruction was the more effective method.

Granted, the study did focus on a group of adults, not school-age learners. Still, the Vanderbilt team’s preliminary results support the idea that, even in group situations where all students have roughly the same degree of previous experience, prior reading ability might be an important element to consider when choosing an instructional approach.

Why Prosody Matters: The Importance of Reading Aloud with Expression - Logan De Ley

Reading aloud with expression is a foundational reading skill students should be developing between grades 1 - 5. It is pretty easy to recognize when someone skillfully reads aloud in an expressive manner. However, to effectively teach or assess this skill, a closer examination of its features, development, and relationship to other reading skills is needed.

What is Prosody?

Prosody, the defining feature of expressive reading, comprises all of the variables of timing, phrasing, emphasis, and intonation that speakers use to help convey aspects of meaning and to make their speech lively. One of the challenges of oral reading is adding back the prosodic cues that are largely absent from written language.

Why is Prosody Important?

Researchers have found strong links between oral reading prosody and general reading achievement. For example, after comparing students’ reading prosody in first and second grades with their reading comprehension at the end of third grade, Miller and Schwanenflugel (2008) concluded that, “early acquisition of an adult-like intonation contour predicted better comprehension.” Another study, which included more than 1,750 fourth graders participating in the National Assessment of Educational Progress (NAEP), found a strong correlation between prosody and overall reading achievement (Daane, Campbell, Grigg, Goodman, & Oranje, 2005).

How Does Prosody Impact Reading Comprehension?

In the context of oral reading, prosody can reflect linguistic features, such as sentence structure, as well as text features, such as punctuation. Skilled readers pick up on these features, and respond to them when reading aloud, as when they pause briefly at relevant commas, pause slightly longer at sentence boundaries, raise their pitch at the end of yes-no questions, and lower their pitch at the end of declarative sentences.

While punctuation provides some cues to prosody, young readers can be misled by it. For instance, they may pause at every comma, even when the grammar of the sentence does not call for pausing (e.g., “He made his usual egg, cheese, and tomato sandwich.”). As young readers move toward adult proficiency, their pauses increasingly respect the grammar of the text rather than doggedly following the punctuation (Miller & Schwanenflugel, 2006).

Prosody can also reflect aspects of meaning. For instance, slight fluctuations in pitch, timing, and emphasis can change a simple question (e.g., “What did you do?”) into an expression of censure.  Learning to read dialog in a manner that reflects the intentions and emotional states of the characters is a great way for adolescent readers to delve deeply into literature. However, younger students may not understand this use of prosody well enough to apply it to oral reading (Cutler & Swinney, 1987). Notably, in the NAEP study, only 10% of fourth graders were judged as reading aloud with this level of expressiveness.

Finally, when thinking about prosody, it is critical to remember the other aspects of reading fluency: word reading accuracy and reading rate. Inefficient word reading is the primary barrier to good prosody for many young readers (Schwanenflugel, Hamilton, Wisenbaker, Kuhn, & Stahl, 2004). Children who are struggling to decode individual words tend to pause too frequently and for too long, so that their timing and phrasing are seriously disrupted. Furthermore, they must put so much effort into decoding that they do not have the mental resources left for constructing meaning and conveying it expressively.

Providing Insight into a Learner's Reading Ability

Listening to the prosody of a child reading aloud provides parents and educators with a window into many aspects of reading skill. By reading aloud with appropriate timing, phrasing, and end of sentence intonation, younger readers can demonstrate their ability to:

·   Read words accurately;

·   Read at a reasonable rate;

·   Read most words automatically, so that mental resources are available for comprehension;

·   Use grammar and punctuation to help construct meaning;

   By reading aloud with increasingly adult-like intonation and expressiveness, adolescent readers can demonstrate their ability to:

·   Use discourse-level features, such as pronouns and signal words, to recognize relationships across and among the sentences in a text;

·   Understand characters and their intentions when reading fiction

·   Understand an author’s purpose or attitude.

Ultimately, all of these abilities must be brought to bear to achieve the ultimate goal of reading with comprehension.