Cognitive Visual Intelligence (CVI) Is Changing Reading Instruction And Homeschooling


The fundamental reading skills of decoding and comprehension must be learned so that they become habitual and do not require conscious thought. Readers who have to decipher letters and words actively find the procedure distracting and difficult to focus on the meaning of their reading.

Successful reading requires automaticity of the cognitive processes that underlie decodings, such as attention, visual discrimination, visual sequential processing, immediate memory, and working memory. These abilities are often lacking in readers who struggle. The fact that schools do not explicitly teach cognitive skills does not exclude their ability to be prepared. Techniques to improve fundamental cognitive abilities have been recognized for over 50 years and employed in various therapeutic therapies. Still, they haven’t been feasible to apply in the classroom. Thanks to digital game-based learning, cognitive training programs may be delivered in a classroom environment.

A thorough curriculum for the development of cognitive capabilities is offered by the iCademy the Middle East, the best American School in Dubai, in the form of video games. After following the Homeschooling curriculum in UAE for 11–12 weeks, students saw a significant improvement in their cognitive abilities. The American School of Dubai will explain how enhancing fundamental cognitive abilities may help struggling readers and regular and talented pupils improve their reading skills. And how it aids parents who are homeschooling in learning. Any youngster learning to read can benefit from enhanced cognitive abilities. Even older students who are struggling with reading, the American School in Dubai will be able to advance their literacy quickly.

You’re probably employing what psychologists refer to as cognitive functions, which refer to conscious mental processes when you consider something before deciding to act on it. But there’s another, more ethereal area of your mind that Pierre Janet and Sigmund Freud referred to as the subconscious and the unconscious, respectively. For the sake of simplicity, we’ll continue to refer to the subconscious as such. In short, the subconscious is the area of your mind that has been impacted by everything that has happened to you, is filled with emotional content, needs, drives, desires, etc., and is frequently kept secret from your conscious mind. Your subconscious mind may have just as much—if not more—control over your actions as your conscious mind does.

In the classroom, pupils frequently “act up” or are inattentive due to subconscious factors. Like everyone else, students are propelled by unconscious motives that they don’t fully comprehend; as a result, they may act in pointless, annoying, or even harmful ways. A more organized and productive classroom is usually the outcome if the instructor can persuade the pupils to actively assess their conduct compared to a fair reward/consequence system. We’ll talk about how to change behavior using the concepts of cognitive learning in this session.

We may manage our learning behavior and drive ourselves to achieve more beneficial results by using cognitive learning principles, which are methods of using conscious thinking in our learning activities.

They are founded on the following essential tenets:

  • The principles of cognitive learning put more emphasis on what you already know than how you react to stimuli. Instead of just reacting to what is occurring or how you feel when you use a cognitive learning principle, you are acting on your mental processes and connecting them to your memories. Your ability to learn is likely to improve as a result.
  • The concepts of cognitive learning emphasize structure. They emphasize relationships and structure. Learning becomes more efficient as you “link the dots” between your new information and prior knowledge.
  • The foundations of cognitive learning concepts are plans, proactive strategies, and financial success. The student, instructor, or other participant shifts from being someone who only observes a situation to use the knowledge they are getting and learning from it.

Many educators do not categorize these cognitive teachings as specialized reading skills; instead, they are the mental processing abilities that would assist any academic or daily activity. Discussing the connections between the 43 different cognitive skills that our experts believe your child is developing could be beneficial. However, it is vital to remember that the other skills may also help with decoding and understanding. Developing numerous abilities at once helps skills stick in implicit memory more rapidly (automaticity). The intention is for these processes to operate automatically so the reader can concentrate on the meaning.

The curriculum encourages students to use numerous skills simultaneously, pushing them quickly to a degree of automaticity needed for fluent reading and higher comprehension. This is one of the reasons our online school has been so successful in helping students develop their cognitive capacities. The program provides cognitive loading but not cognitive overloading.

So understand that cognitive skills  change the world perception of learning And it not only helps students but also to their parents.


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