|
Symptoms |
|
|
Strategies |
|
Lags in memory of hearing you; seems
unaware of what is happening; asks you to repeat.
Will have difficulty recalling the
sequence of the directions.
|
| |
- |
Have student repeat oral directions
in sequence or tell you in his/her own words what is to be done. |
| |
- |
Maintain eye contact while
giving directions. |
| |
- |
Write assignments as well as
speak them. |
| |
- |
Explain in clear, concise
language. |
| |
- |
Write key words on chalkboard or
overhead projector when giving a series of directions. |
|
|
Doesn't remember homework
assignments given orally; has difficulty getting all assignments
recorded accurately. |
| |
- |
Assign buddy to help record
assignments. |
| |
- |
Record assignments in the same
place at the beginning of class. |
| |
- |
Have an assignment book and help
student organize it; check it daily. |
| |
- |
Teach student to carry a notepad
to write down important messages. (Use post it notes) |
|
|
Has
difficulty understanding vocabulary or recalling new vocabulary. |
| |
- |
Explain in simple, concrete
words. |
| |
- |
Use graphics, role playing to
reinforce meaning. |
| |
- |
Begin to stress comparison of
words; i.e., how words are alike in meaning or how they
compare to words of a similar meaning. |
|
|
Has trouble
memorizing common sequences such as the alphabet or months of the
year. Will have trouble recalling phone numbers or zip codes. |
| |
- |
Use mnemonics, rhyming, and
patterns. |
| |
- |
Include body movement
multisensory activity. Use visual charts. |
| |
|
|
|
|
Exhibits mild speech
irregularities, forgets correct pronunciation of certain words.
Because he/she can't remember the sequence of sounds,
he/she will transpose syllables (may also involve motor
planning). |
| |
- |
Give student extra time to
respond to oral questions. It takes him/her longer to
process and organize an answer. Be patient. |
| |
- |
Provide a model of clear,
distinct speech. |
