**8. Interleaving**

The EEF [1] states that:

Interleaving involves sequencing tasks so that learning material is interspersed with slightly (but not completely) different content or activities, as opposed to undertaking tasks through a blocked and consecutive approach. While similar to spaced practice, interleaving involves sequencing tasks or learning content that share some likeness whereas a spaced practice approach uses intervals that are filled with unrelated activities (p. 19).

Interleaving forces students to think hard in lessons because they must switch between different types of tasks. Additionally, tasks might be interleaved across a sequence of lessons. There is a need for further research to explore the benefits of interleaving for students with dyslexia.

#### **9. Retrieval practice**

The EEF [1] states that 'Retrieval practice describes the process of recalling information from memory with little or minimal prompting' (p. 21). Students with dyslexia (and other types of disabilities) are likely to benefit from regular retrieval activities. Regular visiting of knowledge supports the development of automaticity. When learning becomes automatic, students do not need to think as much about it. This frees up the working memory. Regular retrieval tasks support dyslexic students to master foundational knowledge. Low-stakes quizzes, sorting and matching activities, talking to a partner, making lists, labelling diagrams and drawing a diagram are examples of useful retrieval activities.

#### **10. Conclusion**

This chapter has briefly introduced several pedagogical approaches that potentially could benefit dyslexic students. The application of cognitive science into the classroom has not been fully researched across a range of subjects and age phases and therefore there is a need for further research in this field. However, the potential of these strategies for dyslexic students is worthy of further consideration and further research.

*Recent Advances in the Study of Dyslexia*
