Sequence Learning
A programme to develop literacy, numeracy, retrieval and study skills and the ability to manage routine tasks
Our programmes are founded on decades of research that show that weakness in specific cognitive skills cause most learning difficulties. Sequencing is a key cognitive skill that accounts for many challenges experienced by students needing learning support including those diagnosed as dyslexic. Through many years of practical experience as team leader of Learning Support Departments around the world, I have come to understand the significance of Delayed Sequence Learning not only in dyslexic children but those with other less easily diagnosed learning challenges. I have been able to develop multi-sensory strategies that enable children to overcome Delayed Sequence Learning leading to improved performance in reading, spelling, writing, numeracy, general learning and coping with day to day tasks.
So what is sequencing?
- Sequencing is the basic skill required to organise thoughts, language and information in an order that is logical and can be understood by others.
- Young people (and adults) with learning challenges are often struggling with sequencing.
- Difficulties with sequencing may interfere with the ability to communicate, follow instructions and complete tasks that involve several stages.
“Sequencing is the ability to arrange language, thoughts, information and actions in a certain order to get things done. Without this skill, it’s hard to complete tasks correctly. And it’s often the reason why some children can’t seem to follow instructions for a given task.”
Delayed Sequencing Learning
Children with Delayed Sequencing Learning (DSL) have limited ability to perceive and remember items in correct order. For instance, words consist of letters arranged in a specific order (phonological patterns) and sentences are in turn made up of words arranged in a particular sequence that gives them meaning for the reader. A reader must be able to both perceive and remember theses sequences so they can read and spell accurately.
Sequencing difficulties usually emerge early in childhood: slow to talk, jumbled word order, difficulty with verb tense. A skill gap at this stage leads to problems with other sequencing tasks later on.
- Children may put letters in the wrong order. Take the word tame. The child with DSL may read it as meat or mate. Or lead becomes deal or dale. They may write letters in the wrong order, spelling Simon as ‘Siomn’, time as ‘tiem’, child as ‘chidl’.
- They may also read syllables in the wrong order: reading relative as retalive or hospital as hopsital.
- Children may omit letters, e.g., reading or writing pat for part, bet for bent, sing for string.
- Older children with more sophisticated vocabularies may omit syllables or pronounce longer words in the wrong order, for instance extraordinary pronounced extraodiny or probably pronounced babproly.
- A child with DSL may find difficulty with word order reading are there for there are.
There are other challenges for children with sequencing impairment:
Forming letters: DSL children may not be able to shape letters correctly with pen or pencil because they don’t know where the start and finish points of the letter are. Nor can they remember the sequence of pencil or pen strokes to form letters. They may finish up producing something that may only barely resemble the letter they are trying to write.
Maths: involves problems solved through a series of steps. For instance long division involves a sequence of 5 steps. Even if a child with DSL understands each step, they may perform them in the wrong order and reach an incorrect answer.
Higher Order Listening and Reading Skills: older students may struggle to master study skills such as skimming and scanning, note taking and revision strategies. Higher Order Speaking or Writing Skills: older students may be unable to understand sentencing and may punctuate inaccurately. Frequently they struggle with coherence and cohesion in oral presentations and essays. They cannot organise their ideas with clarity and develop themes using topic based paragraphs and relevant transitions (signal words and phrases such as next, therefore, as a result, however, despite this).
Mathematical skills
Routine tasks : many manual tasks involves steps in a particular sequence. For instance many DSL children struggle to tie their shoe laces even in their teens. Children with DSL may also have difficulty remembering the alphabet, number strings such as telephone numbers, the order of the months of the year or the seasons, and the sequence of the day’s events. Younger children may even find it difficult to recall the days of the week. Older children may sound muddled and confused when trying to describe an incident or events from the past.
Sequencing and Working Memory
Poor working memory can also cause issues with sequencing tasks. Working memory enables us to retain fresh information while engaged in an activity and without it children can forget the correct order in a process such as the steps in a math problem, or items in a list of assigned tasks. Most children with sequencing issues struggle with both working memory and use of language.
Example: A parent asks their child to get some tomatoes, eggs and bread from the local shop. The child returns with eggs but has forgotten the bread and tomatoes and the frustrated parent has to ask them to repeat the errand.
Other Issues
Following instructions and completing tasks may be unrelated to sequencing issues.
Attention Deficit
Attention deficit is an inability to focus on what is being told, can lead to similar outcomes. Children may not understand the task ahead or become distracted during the task. Of course, attention deficit and sequencing issues may go hand in hand.
Receptive Language Issues:
Auditory Processing Difficulties: difficulty understanding what is being said.
Dyslexia:
Difficulty understanding what is written. Children with receptive language issues struggle to make sense of either what is being said or what they read or both. Causes may or may not be rooted in sequencing challenges.
Diagnostic Procedures
Whatever the cause of your child’s learning difficulties, we have the means to identify the causes and provide a programme tailored according to individual needs.