Once working memory capacity is protected through effective lesson design, the next step is to strengthen and consolidate the learning so it sticks. Cognitive load theory reminds us that learning is not complete when a concept is first understood—students must engage in purposeful practice that moves skills from short-term to long-term memory. For striving readers, this means moving beyond extra time on task to intentional, high-quality practice that promotes transfer.
In this session, you’ll gain a clear framework and ready-to-use tools for helping striving readers retain, apply, and generalize literacy skills.
Learning Outcomes
By the end of the session, participants will be able to:
- Explain the connection between cognitive load theory, working memory, and long-term skill retention.
- Describe the types of practice that promote transfer of learning.
- Select and apply research-based practice techniques to strengthen retention in literacy skills.
- Develop a plan to fade scaffolds using the Gradual Release of Responsibility model (“I Do, We Do, You Do”) to promote learning for striving readers.
- Design practice sequences that support generalization of literacy skills for striving readers in Tier 2, Tier 3, and special education settings.
Practice That Transfers: Helping Striving Readers Build Durable Skills
