|
Symptoms |
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|
Strategies |
|
Misplaces
Has difficulty storing and retrieving
information he/she has been exposed to visually. |
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- |
Use auditory clues to help with retrieval, i.e., songs or
nursery rhymes. |
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- |
Chains of visual picture associations, associative thinking,
etc. |
|
|
Unable to remember events in a series
(Social Studies, time lines). |
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- |
Use a "walk-through" method. |
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- |
Use oral presentation, small group or
whole class discussion. |
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- |
Use creative crafts such as making a
mobile. |
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- |
Cooking with recipes. |
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Misplaces his/her belongings on a
regular basis. |
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- |
Develop a system for storing his/her
personal equipment, organize notebooks: one special section for
homework - alert parents. |
|
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- |
Require consistency in placement of name and heading on all
assignments. |
|
|
When recalling items in the middle of a
series, he/she must go back to the beginning (alphabet, months,
books of Bible). |
|
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- |
Teach in bite size pieces to mastery levels. |
|
|
- |
Use visual sequencing activities. |
|
|
- |
Ask before/after questions. |
|
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- |
Encourage attention to logical
divisions or breaks in any series. |
|
|
Reverses words, letters, and numbers. |
|
|
- |
Have student sit near board. |
|
|
- |
Provide clear, uncluttered, workable
dittos. |
|
|
- |
Emphasize precise proofreading. Don't
penalize for miscopying if answer is correct, but consider extra
credit for correct proofreading. |
|
|
- |
Encourage student to verbalize softly. |
|
|
- |
Encourage thinking out loud. |
|
|
Doesn't visualize what is read, either
silently or orally. Can't conjure up from memory. |
|
|
- |
Use role play. |
|
|
- |
Use verbalizing and visualization
clues. |
|
|
- |
Ask probing questions which lead to
main idea. |
|
|
- |
Have student draw a picture about what
he/she has read. |
|
|
- |
Read smaller selections to develop
visualization. |
|
|
Is slow in completing written work. |
|
|
- |
Be willing to reduce amount of "copy"
work and/or length of assignment. |
|
|
- |
Eliminate time limits whenever
possible. |
|
|
- |
Allow oral presentation as an
alternative. |
|
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- |
Reinforce task completion. |
|
|
May learn spelling words for weekly
tests but unable to carry over into written work. |
|
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- |
Create spelling lists from incorrect
words on written assignments. |
|
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Teach spelling rules and patterns. |
|
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- |
May need computers for written
assignments. |
