Intensity Matters

Neuroplasticity Principle #5

In Neuroplasticity Principle number 5, we look at how intensity matters in teaching reading, writing, and spelling in order to make the necessary changes and cement skills for automatic retrieval for dyslexic and neurodiverse learners (and all learners!).

“Change (plasticity) requires intensive training” (2023, Centre for Independence).

If you want to get better and more automatic at something, regardless of reading, writing, and spelling, first of all, we need to provide an adequate number of repetitions (see neuroplasticity principle #4). Then, we also need to ensure that we are reaching the right level of intensity. Alongside this, the brain needs to be taught the right way.

So what does this mean? If for example a learner is being taught to read, write and spell the way brains are wired to learn through a structured, systematic, and sequential process EVERY DAY at school, it makes sense that there will be more measurable increases in brain connections for reading, writing, and spelling than if neurodiverse students are only getting the right kind of teaching perhaps once per week with a tutor.

The key reflection here is that dyslexic and neurodiverse learners are going to need a high-intensity teaching program based on how the brain is wired to learn to read, write and spell with many repetitions, in order to make that meaningful jump to automaticity we have been talking about over the past few weeks.