Why ‘Trying Harder’ Isn’t Enough: The Cognitive Science Behind Reading Difficulties and Rhythm скачать в хорошем качестве

Why ‘Trying Harder’ Isn’t Enough: The Cognitive Science Behind Reading Difficulties and Rhythm

In this talk, I explore a dimension of learning that is rarely named in school improvement conversations: timing. Drawing on classroom observation, doctoral research, and work with children across mainstream and special settings, this video examines why attention is not continuous, why effort often increases when progress slows, and how learning depends on the brain’s ability to anticipate what comes next. You’ll hear why: Attention unfolds in temporal windows, not as a steady stream Prediction — not motivation — is the engine of engagement Fragmented attention often reflects misaligned task timing, not poor behaviour Giving “more time” does not help if learners are not oriented in time Rhythm functions as a structural support for anticipation, not an emotional regulator Rather than asking “Why won’t they focus?”, this work invites a different question: What is this task asking the brain to anticipate — and can the learner keep pace with that demand? This perspective reframes how we think about reading fluency, working memory, executive function, and inclusion — not as traits within the child, but as interactions between task structure, timing, and perception. This video is for: school leaders and CEOs noticing effort without progress SENCOs and inspectors working with complex learner profiles educators interested in cognitive neuroscience without reductionism If this line of thinking resonates, you may wish to explore the full written post linked below, where these ideas are developed in more depth.