Handout 2
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|Identified area of need |Support strategies |
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|Difficulties with memory and |Long strings of instructions/information may need to be broken up. |
|organisation |Break tasks/instructions/information into a series of small, achievable steps. Give one instruction at a time. |
| |Teach the student efficient strategies e.g. rehearsing and ‘chunking’ to support memory. |
| |Model the process of identifying key information and organising the information into a simple, memorable format. |
| |Speak slowly and distinctly as many pupils have difficulty following and processing fast speech. |
| |Emphasise structure e.g. sequence…First …then….and finally…. |
| |Prioritise what must be learned so that the student will spend more time on high priority work. |
| |Provide memory prompts such as bullet points and checklists. |
| |Give a demonstration or draw a diagram or picture, instead of just telling the student what to do. |
| |Back up verbal information with a written form e.g. printed notes to take home. |
| |Students with Dyslexia often remember best when they are given information in more than one modality – Visual, Kinaesthetic as well as Auditory. |
| |Explicitly model and teach memory strategies such as internal rehearsal (saying something over and over), mnemonics (memory prompts), visual associations (see it, feel it, |
| |remember it) and using |
| |colour to highlight priorities. |
| |Allow plenty of time when student has to recall information or has a test. |
| |Colour code books, notes, and folders to help organise materials. |
| |Avoid unnecessary rote learning |
| |At the end of a lesson provide a written or oral summary with headings and subheadings to help with organisational skills. |
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Dyslexia Webcast Slide 10
Memory Strategies
DYSLEXIA SESS WEBCAST
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