When you see your kindergartener work so hard on his ABC's, but can't retain anything, what would you do? Here you'll find some strategies to help improve your child's memory.
Auditory memory is an important part of auditory comprehension and listening comprehension. 80% of information that children receive in the classroom is auditory. That means that if your child is struggling to process and retain information verbally, will have difficulties remembering the information that is being presented AND in conversations.
In addition, children who have deficits in auditory memory may also exhibit difficulties in the areas:
Typically, auditory memory problems are lifelong, so it’s important to receive intervention early in order to help the child learn what their deficits are and how to compensate for the memory problems by teaching them strategies.
There are other factors that can affect memory and should be monitored as well:
There are appropriate developmental skills for auditory memory based on the child’s chronological age. The following table will show what a student of a certain age should be able to remember in terms of numbers and sequences. Please make sure that the task for the student is developmentally appropriate for memory skills.
|Age||Numbers||Sentence Length (words)|
|4-5||4 digits||7-8 words|
|5-6||4 digits||9 words|
|6-7||4 digits||10 words|
|7-8||4 digits||11 words|
|8-9||4 digits||13 words|
|9-10||4 digits||13 words|
|10-11||5 digits||14 words|
|11-12||5 digits||14 words|
If the student is given different units of information, they should learn to use strategies to organize the information into meaningful chunks for easier recall. For example, memorizing a phone number by dividing it into two “chunks” (i.e. 555-7777 become “555” and “7777”) makes it easier to recall.
These can enhance memory of similar units of information. For example, HOMES is used to remember the names of the great lakes: Huron, Ontario, Michigan, Erie, and Superior.
It may also be helpful to repeat a message or key word over and over, first out loud and then silently, to provide extra cues for memory.
The student can use songs or music to sing the information. It is well known that music improves memory. You can use ABC songs, number’s songs or make up your own.
Divide information into smaller categories. For example: Divide vocabulary words into groups of people/places/things or words with the same beginning letter or words with the same number of letters.
Create a mental picture or draw a physical picture of what is to be remembered. For example, Dr. Claire Jones, a learning disabilities consultant, suggested picturing a bay with pigs wearing a T-shirt with 1961 on it to remember details about the Bay of Pigs.
Here are some games you can try: Simon Says, Simon (have the students say the color that lights up before pushing the panel), Telephone Game, Memory, or Concentration (have the child repeat the words as they turn it over).
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