Cognitive Micro-Skills

Every learning task we do, we use our learning micro-skills to do it.

It doesn’t matter if it’s reading, writing, spelling, math, or playing the guitar. It is micro-skills that allow us to learn and do these things. For example, when we read:

We use visual tracking to smoothly follow the line
We use visual discrimination to recognize the letters
We use visual closure to recognize the words faster
We use auditory closure and auditory discrimination to mentally hear the words
We use auditory memory to associate the words with meaning
We use visual memory to remember what these words represent
We use visual form constancy to visualize the story

All of these skills go on in the background of our mind. They are so natural and subtly that we hardly recognize that we are using them. Unless one or two go wrong. Then the trouble begins. Every one of these skills is necessary to read.

Continuing to practice reading without developing these skills can lead to big trouble.

Micro-Skills and Academics

Weaknesses in micro-skills can manifest themselves in different ways. Sometimes giving trouble with reading. Sometimes with math. Sometimes with spelling. And sometimes with writing. Sometimes with all of the above. It all depends on the combination of trouble areas and how that trouble is expressed.

The process of properly building these skills not only fixes the troubled academics but also increases natural learning ability in all areas.

Dyslexia, Dyscalculia, Dysgraphia

The different diagnosis’s of dyslexia, dysgraphia, and dyscalculia are really more general terms which define a trouble with a group of micro-skills. For example phonological dyslexia is a problem in the auditory skills. Visual dyslexia is a problem in the visual skills. Like most diagnosis, these terms are really only a description of the problem. By diving deeper into the core of the problem we find the solution.

Dyscalculia (trouble with learning math concepts) is merely another expression of the same thing. Dysgraphia (trouble with writing) is also an expression. In dysgraphia handwriting is sloppy due to poor eye-brain-hand coordination and ideas are difficult to organize due to visual form constancy problems (visualizing) and auditory memory problems. Auditory is closely tied to sequencing and therefore logic.

Diagnosing

While it can be very helpful to know which micro-skills are weak. It is not as helpful to only focus on those that are weak. No matter which are the problem micro-skills it is important to work them all. There are a few reasons for this

We are not only trying to strengthen the weak skills but also learn new ways of using the strong skills. So by mixing up the exercises we “remind” the mind of it’s strengths.
Sometimes it takes awhile and a variety of exercises before a weakness shows up. By doing various exercises you are more likely to expose a problem area.
Variety of exercises keeps the mind focused
We also want the student to feel smart. Showing and being proud of their strengths

The key to strengthening them properly is doing a full program. You can put some concentration on the weak areas but it is important to cover all of the micro-skills

The Links below give you a full description of each learning micro-skill

Auditory Processing Skills

Auditory processing is a fundamental cognitive ability beyond mere hearing – it’s about how the brain understands and interprets sound information. It consists of four primary skills working in concert: auditory discrimination (the ability to distinguish between similar sounds), auditory figure-ground discrimination (the capacity to focus on essential sounds while filtering out background noise), auditory memory (the ability to retain and recall auditory information), and auditory closure (the brain’s ability to fill in missing pieces of auditory information). These skills are crucial for tasks ranging from basic classroom learning to complex social interactions, affecting everything from reading and spelling to following conversations and understanding instructions. While up to 5% of school-aged children may have some form of auditory processing disorder, these skills can be developed and strengthened through targeted practice and intervention, as the brain demonstrates remarkable plasticity in this area of cognitive function.

Visual Processing Skills

Spatial Processing Skills

Math Sense

Math Sense represents the brain’s sophisticated system for processing mathematical information efficiently while reducing cognitive load. It’s not a single skill but rather an integrated network of underlying cognitive abilities – including pattern recognition, spatial reasoning, number sense, and logical reasoning – that work together seamlessly to make mathematical thinking more intuitive and less mentally taxing. When these foundational skills are well-developed, the brain can process mathematical concepts more automatically, much like an experienced reader no longer needs to sound out individual letters. This automation frees up mental resources for tackling more complex mathematical challenges, as the basic processing happens effortlessly in the background. Just as a musician develops muscle memory through practice, these cognitive micro-skills become increasingly refined through use, allowing the brain to handle mathematical information more efficiently and with greater understanding.

Working Memory

About Working Memory

Emotional Intelligence

Mindset

Neurogenesis and Neuroplasticity

Throughout the 20th century, the scientific consensus held that the adult brain was fixed and unchangeable despite early research suggesting otherwise. While pioneers like Santiago Ramón y Cajal had observed the brain’s capacity for change in the early 1900s, it wasn’t until the 1960s and 70s that research on neuroplasticity and neurogenesis began gaining broader acceptance in the scientific community. This paradigm shift accelerated in the 1990s, largely due to the contribution of improved imaging technology and research techniques.

These advancements provided irrefutable evidence of the brain’s remarkable ability to form new neurons (neurogenesis) and rewire itself (neuroplasticity) throughout life. Unfortunately, the outdated belief in a static brain continues to circulate in popular media and educational settings, particularly impacting how we approach learning disabilities.

This persistent myth can lead parents and educators to set unnecessarily low expectations. It may discourage them from pursuing interventions that could yield significant improvements. The scientific evidence is clear: the brain remains adaptable throughout life, and targeted interventions can lead to meaningful cognitive development regardless of age or starting point. Learn more about Neurogenesis and Neuroplasticity here.

When developing neuroplasticity it is critical to generalize the learning skills. Without doing this the skills become compartmentalized and therefor do not help improve general intelligence. This is the reason many popular brain training programs do not work

Visual-Kinesthetic Remediation

About Visual-Kinesthetic Remediation