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02/03/16 1 Memory and Dyslexia Sarah Beard Di1as Dyslexia services Dyslexia Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. CharacterisFc features of dyslexia are difficulFes in verbal memory, phonological awareness and verbal processing speed……. Rose 2009……. www.dyslexiaservices.org 2 Rose Report 2009: IdenFfying and Teaching Children and Young People with Dyslexia and Literacy DifficulFes Working defini4on p. 9 Dyslexia occurs in a range of intellectual abiliFes. It is best thought of as a conFnuum, not a disFnct category, and there are no cut-off points. Co-occurring difficulFes may be seen in aspects of language, motor co-ordinaFon, mental calculaFon, concentraFon and personal organisaFon, but these are not, by themselves, markers of dyslexia. www.dyslexiaservices.org 3 Rose Report 2009: IdenFfying and Teaching Children and Young People with Dyslexia and Literacy DifficulFes A good indicaFon of the severity and persistence of dyslexic difficulFes can be gained by examining how the individual responds, or has responded, to well founded intervenFon. www.dyslexiaservices.org 4 www.dyslexiaservices.org 5 CharacterisFc features of dyslexia are difficulFes in verbal memory, phonological awareness and verbal processing speed……. Rose 2009……. Recall During Learning di1as session 5

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Page 1: Dyslexia - WordPress.com and Dyslexia Sarah Beard Di1as Dyslexia services Dyslexia Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent

02/03/16

1

MemoryandDyslexiaSarahBeard

Di1asDyslexiaservices

DyslexiaDyslexiaisalearningdifficultythatprimarilyaffectstheskillsinvolvedinaccurateandfluentwordreadingandspelling.CharacterisFcfeaturesofdyslexiaaredifficulFesinverbalmemory,phonologicalawarenessandverbalprocessingspeed…….Rose2009…….

www.dyslexiaservices.org 2

RoseReport2009:IdenFfyingandTeachingChildrenandYoungPeoplewithDyslexiaandLiteracyDifficulFes

Workingdefini4onp.9•  DyslexiaoccursinarangeofintellectualabiliFes.•  ItisbestthoughtofasaconFnuum,notadisFnctcategory,andtherearenocut-offpoints.

Co-occurringdifficulFesmaybeseeninaspectsoflanguage,motorco-ordinaFon,mentalcalculaFon,concentraFonandpersonalorganisaFon,butthesearenot,bythemselves,markersofdyslexia.

www.dyslexiaservices.org 3

RoseReport2009:IdenFfyingandTeachingChildren

andYoungPeoplewithDyslexiaandLiteracyDifficulFes

•  AgoodindicaFonoftheseverityandpersistenceofdyslexicdifficulFescanbegainedbyexamininghowtheindividualresponds,orhasresponded,towellfoundedintervenFon.

www.dyslexiaservices.org 4

www.dyslexiaservices.org 5

CharacterisFcfeaturesofdyslexiaaredifficulFesinverbalmemory,phonologicalawarenessandverbalprocessingspeed…….Rose2009…….

RecallDuringLearning

di1assession5

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RecallDuringLearning

di1assession5

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

13www.dyslexiaservices.org

Rememberthat

•  PoorWMaffectscopying,reading,spelling,understanding,sequencing,wriFng,maths,largegroupdiscussions,answeringquesFons,a1enFon.

•  OverloadimpairslearningparFcularlyfollowinginstrucFonsandsentencewriFng.

•  NotsoimportantinpracFcalsubjectse.g.art,music.

di1assession5

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

di1assession5

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

www.dyslexiaservices.org 21

VAKT

Visual

Kinaest-heFc

Auditory

TacFle

22www.dyslexiaservices.org

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

di1assession5

Reviewingincreasesrecall

Recallamerlearning

di1assession5

Memoryaids

•  Diaries/planner•  Todolists•  Dictaphone/voicerecorder•  Mobiledevices•  Emailreminders•  Memorycards•  Timestablesquare•  Vocabulary/spellingbooks

di1assession5

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Improvingworkingmemoryintheclassroom

Ø EnsuredirecFonsandinstrucFonsaregivenclearlyandrepeatedifnecessary

Ø Slowdownspeechandpausefrequentlywhenspeaking

Ø Donotbecomecrossorfrustratedifthestudentforgets

Ø UsevisualpromptsØ Ensuretasksandsupportedbymemoryaids

di1assession5

Improvingworkingmemoryintheclassroom

Ø GivedirecFonsandinstrucFonsforhomeworkandcourseworkinbothverbalandwri1enformats

Ø GetthestudenttorepeatinstrucFonsbackØ Forolderstudentsorganiserevisionsessionsandteachstudentshowtorevisebeforeanexam

Ø Usemobilephonetohelpmemoryi.e,reminders,todolists,alarmsetc.

di1assession5

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

di1assession5

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]