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Cognitive load theory explains why decoding demands on struggling readers can consume working memory so completely that comprehension never gets a chance. Drawing on findings from cognitive science and lessons learned teaching a structured literacy program, this session helps participants understand why some common instructional practices may inadvertently increase cognitive load, and leaves them with practical tools.
Melinda Cameron
Melinda Cameron
Melinda Cameron is the director of research and development at Halifax Learning Centre, a Nova Scotia-based structured literacy organization with over 25 years of experience serving thousands of students through structured literacy programs. Holding a Research Master of Arts in Literacy Education from Mount Saint Vincent University, Melinda brings 20 years of literacy intervention expertise to her work in curriculum development, teacher training, and research.
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