Memory


 * __ Memory __**

**__Definitions__** (Hallahan, Lloyd, Kauffman, Weiss, & Martinez) · Memory: The ability to remember information for a period of time o Short-Term Memory: information is retained for a few seconds to a minute o Active Working Memory: processing small amounts of information while carrying out further mental tasks o Long-Term Memory: large amounts of information are stored for a long period of time

**__Common Characteristics of Students with Memory Difficulties__** · **Short-Term Memory** o Lacks rehearsal strategies to increase the length of time info is kept (e.g., repeating info) o Difficulty recoding/abbreviating incoming info so it can fit (e.g., using a mnemonic to remember many words) o Struggles with accepting visual, verbal, or sequential input (e.g., events in a story book) o Difficulty accepting info when it is presented too rapidly (e.g., teacher’s multiple verbal directions dictated all at once) o Difficulty attending to the info (e.g., distracted by a pencil sharpener) · **Active Working Memory** o Difficulty keeping all the pieces in mind to accomplish a task (e.g., for a long math problem or science experiment) o Trouble determining the amount of time to completely a task (e.g., difficulty judging and planning time) o Struggles with multi-step tasks (e.g., teachers directions) o Does not learn from past mistakes (e.g., repeatedly gets up from seat despite being told not to) · **Long-Term Memory** o Slower to master facts (e.g., math multiplication tables) o Problems with categorizing info (e.g., identifying verbs, nouns, and adjectives) o Difficultly recognizing rules and patterns (e.g., classroom rules) o Performs poorly on review lessons

**__Classroom Accommodations, Modifications, and Suggestions__** · Use acrostics to connect words(e.g., Never Eat Shredded Wheat for North, East, South, West) · Use visual images (e.g., image or draw the winner of a war to remember history facts) · Use songs and rhymes to reinforce information · Use acronyms to remember the first letter as a cue(e.g., HOMES=Huron, Ontario, Michigan, Erie, and Superior) · Use mnemonics to remember a difficult aspect of the information (e.g., principal is spelled princiPAL because the principal is your friend) · Select a keyword to reinforce encoded information (e.g., sharing is a keyword for the lesson of //The Rainbow Fish//) · Read using the PQRST method: Preview, Question, Read, State, and Test · Highlight important information with visual cues (e.g., bold lettering, underlining, boxing) · Use color coded paper to form associations (e.g., blue=verbs, green=nouns, etc.) · Organize notebook by left and right sides: left side = facts/notes and right side = examples/practice problems · Give direction in multiple formats (e.g., verbal directions and written on the board or handout) · Check for understanding by having the student repeat directions · Take notes in graphic organizers to correctly organize information (e.g., Venn diagram for comparing/contrasting) · Prepare Handouts to go along with Lectures (e.g., fill in the blank worksheets, lecture outlines) · Write down the steps to complete a problem or task before starting (e.g., process of long division) · Prime the memory by discussing the overall topic and key vocabulary words before reading · Relate information to personal experiences (e.g., discuss your personal thanksgiving when learning about pilgrims) · Establish timelines and tasks lists for classroom tasks and projects. Check off items when they are completed · Subvocalize-repeat information as it is being said under your breath · Carry post-it-notes in their pocket so they can write announcements down when their planner isn’t nearby · Give the student a second set of books to keep at home so they aren’t forgotten

**__References__** Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M.P., & Martinez, E. A. (2005). Learning Disabilities: Foundations, Characteristics and Effective Teaching. (3rd ed.). Boston: Allyn & Bacon. Intervention Central. (n.d.). Retrieved from http://www.interventioncentral.org. Kelly, E. B. (1994). Memory enhancement for educators. //ERIC Digest//. Retrieved from http: //proquest.com// // *Thorne, G. (n.d.). //10 Strategies to Enhance Students’ Memory//. Retrieved from http://www.cdl.org// // *Thorne, G. (n.d.). //General Principles for Enhancing Memory and Learning.// Retrieved from http://www.cdl.org *Great source for parents*