**6. Concept mapping**

Concept maps are essentially visual representations of subject-specific concepts. They are commonly used in science and mathematics, but they can also be used in other subjects. Subject-specific concepts (for example, states of matter in science) can be represented through pictures, diagrams, cartoons and other forms of presentation. Concept maps are helpful to dyslexic students because they may struggle to process lengthy teacher explanations.

#### **7. Spaced/distributed learning**

According to the EEF [1], 'Spaced practice (also referred to as spaced learning, distributed practice, distributed learning, and the spacing effect) applies the principle that material is more easily learnt when broken apart by intervals of time. Spaced practice is often contrasted with 'massed' or 'clustered' practice, whereby material is covered within a single lesson or a linear and sequential succession of learning' (p. 15).

This approach is particularly beneficial to dyslexic students because it provides them with opportunities to revisit (and overlearn) key components of knowledge before deepening their understanding. It involves retrieval of knowledge from the

*Introductory Chapter: The Application of Cognitive Science in Supporting Learners with Dyslexia DOI: http://dx.doi.org/10.5772/intechopen.113927*

long-term memory after a period of time has elapsed. The knowledge that is stored in the long-term memory can then be re-processed in the working memory before being channelled back into the long-term memory. This retrieval of knowledge supports long-term knowledge retention.
