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02/03/16
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MemoryandDyslexiaSarahBeard
Di1asDyslexiaservices
DyslexiaDyslexiaisalearningdifficultythatprimarilyaffectstheskillsinvolvedinaccurateandfluentwordreadingandspelling.CharacterisFcfeaturesofdyslexiaaredifficulFesinverbalmemory,phonologicalawarenessandverbalprocessingspeed…….Rose2009…….
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RoseReport2009:IdenFfyingandTeachingChildrenandYoungPeoplewithDyslexiaandLiteracyDifficulFes
Workingdefini4onp.9• DyslexiaoccursinarangeofintellectualabiliFes.• ItisbestthoughtofasaconFnuum,notadisFnctcategory,andtherearenocut-offpoints.
Co-occurringdifficulFesmaybeseeninaspectsoflanguage,motorco-ordinaFon,mentalcalculaFon,concentraFonandpersonalorganisaFon,butthesearenot,bythemselves,markersofdyslexia.
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RoseReport2009:IdenFfyingandTeachingChildren
andYoungPeoplewithDyslexiaandLiteracyDifficulFes
• AgoodindicaFonoftheseverityandpersistenceofdyslexicdifficulFescanbegainedbyexamininghowtheindividualresponds,orhasresponded,towellfoundedintervenFon.
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CharacterisFcfeaturesofdyslexiaaredifficulFesinverbalmemory,phonologicalawarenessandverbalprocessingspeed…….Rose2009…….
RecallDuringLearning
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RecallDuringLearning
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Lasts2—30seconds
Limitedcapacity
Canbeverbalorvisual
InformaFoniseasilylost
Short-termmemory
Workingmemory:mentaljoZngpad-holdingapieceofinformaFon&doingsomethingwithite.g.mentalcalculaFon
GathercoleandAllowayin‘UnderstandingWorkingMemory’2007
Whatisworkingmemory?
‘Psychologistsusetheterm‘workingmemory’todescribetheabilitywehavetoholdinmindandmentallymanipulateinformaFonovershortperiodsofFme’
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Fromthebook,‘WorkingMemoryandLearning’
Incorrectrecall
Failuretofollow
instrucFons
Frequentlyasksforhelp
RaiseshandtoansweraquesFonandthenforgets
PlacekeepingdifficulFes
Difficultya1endingtotask
Dependentonneighbourforsupport
Taskabandonment
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Rememberthat
• PoorWMaffectscopying,reading,spelling,understanding,sequencing,wriFng,maths,largegroupdiscussions,answeringquesFons,a1enFon.
• OverloadimpairslearningparFcularlyfollowinginstrucFonsandsentencewriFng.
• NotsoimportantinpracFcalsubjectse.g.art,music.
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Characteris4csofDifferentKindsofMemoryinWorking
MemoryandLearningby(GathercoleandPackiamAlloway)
Kindofmemory Typeofinforma4on dura4on Example
Short-term Verbalorvisual Seconds Brieflyrememberingaphonenos.
Working Anykind Seconds
Mentalmaths
Episodic Experiences Hourstoday Rememberingwhatyouhadforbreakfastthismorning
Autobiographical basicfactsandknowledge
Life4me
RememberingWeddingday
Seman4c Knowledge Life4mewithexposure
ParisiscapitalofFrance
Procedural Anyskillsthatisusedautoma4cally
Life4mewhenestablished
Swimming/drivingacar
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Memoryprofile–ReadingDisorder(Dyslexia)from,‘ImprovingMemory’byTracyPackiamAlloway.
Memoryprofile–Dyspraxia(DCD)from,‘ImprovingMemory’byTracyPackiamAlloway.
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Memorable Memory Model
SupporFngWorkingMemory
MemoryAids
Memorable
Manageable Mul4-sensory
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VAKT
Visual
Kinaest-heFc
Auditory
TacFle
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6 approaches to memory
improvement
1Mnemonic Mnemonic Mnemonic Mnemonic
devicesdevicesdevicesdevices
2Mental Mental Mental Mental
imageryimageryimageryimagery
3Organisation, Organisation, Organisation, Organisation,
Association, Association, Association, Association,
and Memoryand Memoryand Memoryand Memory
4Self-Self-Self-Self-
RecitationRecitationRecitationRecitation
5OverlearningOverlearningOverlearningOverlearning
6Relating Relating Relating Relating
bits of bits of bits of bits of
information information information information
with other with other with other with other
bitsbitsbitsbits
Some questions
you can use:
How does this
relate to what I
already know?
What does it
remind me of?
What can I
associate it
with?
Can I picture
it in my mind?
What can I link
this picture to?
How does it
relate to the topic
as a whole?
What weird and odd
things pop into my
mind when I think of
it?
How can I use the
weird and odd
associations to help
me remember?
How does this
relate to what I
learned before?
How does it relate
to my life outside
this class?
All the techniques you can use to help
your memory. These include: rhymes,
acronyms, string with knots in, 'funny
stories', memory palaces and method of
loci systems, pegword systems, digit
letter memory systems, 'funny numbers'.
Try to develop your talent for visualisation. Memory is a dual encoding system -
one part is verbal and the other is pictorial. Hence memory for concrete items
(bicycle) is better than for abstract items (truth). Both processes are at work on
'bicycle', only the verbal encodes a word like 'truth'. So, you need to get more
pictorial with abstract things. Maybe picture George Washington as a trigger for
'truth'?
Process your data in an active way -
don't be passive. You need to encode
new material according to patterns,
contexts, principles, associative
networks, in order to retrieve it more
easily.
Recall during practice (reciting to
oneself as material is studied)
increases the retention of the
material being studied. You can
use the SQ35 method for this.
Drill
(learning by rote)
Make it real - try
to be engaged with
your learning.
If you don't feel
personally involved
then it will be much
harder to remember.
Materials must be made
interesting. Try to role-play,
acting out a poem/debate/
etc. You will learn and
remember more.
Try to initiate small
group discussions -
team up with mates to
chew things over.
This aspect overlaps
with the others. You
need to relate one bit of
learning with another.
Making it real -
there is a link
between interest
and memory
SurveySurveySurveySurveyQuestionQuestionQuestionQuestion
ReadReadReadReadRecallRecallRecallRecall
ReviewReviewReviewReview
SelfRecitaFon(RepeFFon)
• Thisinvolvessayingthenamesofpeopleorobjectswhichyouaretryingtorememberoutloud
• Youarethereforeusingyourauditorymemorytosupportyourvisual.
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RepeFFonandMentalImagery
RepeFFonRepeaFnginformaFonoverandoverinyourheade.g.atelephonenumberorspelling.
VisualisaFon
• Picturingsomethinginonesheade.g.aroutetosomewhereorpicturingyourselfposFngale1er.
OrganisaFonandAssociaFon
Chunking
DividingasetintosecFonse.g..Apinnumber2467
into24-67
Categorising
ClassifyingintogroupsorsecFonse.g.
Tryingtorememberagroupofanimalsby
sorFngthemintotypes
Overlearning
Linking
• Linkingfactswithotherknownfactsormakingupstoriesetc.willhelpyouremembere.g..linkingMrFisherwithafishingrod,MrRammwitharamorimaginingMrChestergoingtoLester.Morepersonalthelinksaretoyouthemorelikelihoodofyourecallingthem
Overlearning
• GoingoverthingsmanyFmesindifferentways,embracingasmanysensesaspossible
Humanrecallrisesshortlyamerlearningthenfallrapidly.Infact80%ofdetailisforgo1enwithin24hours.
Recallamerlearning
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Reviewingincreasesrecall
Recallamerlearning
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Memoryaids
• Diaries/planner• Todolists• Dictaphone/voicerecorder• Mobiledevices• Emailreminders• Memorycards• Timestablesquare• Vocabulary/spellingbooks
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Improvingworkingmemoryintheclassroom
Ø EnsuredirecFonsandinstrucFonsaregivenclearlyandrepeatedifnecessary
Ø Slowdownspeechandpausefrequentlywhenspeaking
Ø Donotbecomecrossorfrustratedifthestudentforgets
Ø UsevisualpromptsØ Ensuretasksandsupportedbymemoryaids
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Improvingworkingmemoryintheclassroom
Ø GivedirecFonsandinstrucFonsforhomeworkandcourseworkinbothverbalandwri1enformats
Ø GetthestudenttorepeatinstrucFonsbackØ Forolderstudentsorganiserevisionsessionsandteachstudentshowtorevisebeforeanexam
Ø Usemobilephonetohelpmemoryi.e,reminders,todolists,alarmsetc.
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CommercialComputerGames
• MasteringMemory• Cogmed• JungleMemory• Lumosity• LucidMemoryBooster
• Manyappsthattargetspecificskills
3 little ideas to make a huge difference...
Give ‘Think-Time’ (count to 3 slowly)
Give one instruction at a time
Give homework instructions on paper or portal
©Helen Arkell Dyslexia Centre
MemorygamesandacFviFes
Ø Foryoungerchildren• Kim’sgame• ListeningacFviFes• Pairsgame• Try‘GilliganGames’forawiderangeofmemorygamestoaidmemoryatreasonableprices
Ø Forolderstudents• WebsitesofferingmemorygamesandacFviFes
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AndfinallySuckapeppermint…..
Usepeppermintessentailoils
Consideromega3and6supplements(EyeQ)
Climbatree….
Runbarefoot…
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QuesFons? Contactdetails
• Di1asDyslexiaservicesofferstuiFon,assessmentandtraining
• Seewww.dyslexiaservices.netforinfoontuiFonandassessments
• Seewww.dyslexiatraining.netforinfoontraining• Telephone:07501459284• Email:[email protected]