A memory deficit is the inability to retain and recall information.
The following is a list of characteristics that may be evident in students with this deficit. Use this as a checklist with regard to students who you feel may fit into this category.
-The student often does not remember what was done yesterday or the day previous to that.
-The student can remember information for a day or two, but cannot recall over long periods of time.
-The student will ask the same question a second and third time.
-The student can’t remember a sequence of events.
-The student can remember that a topic was covered, but cannot recall the details.
-The student forgets how to print his or her name, the street address, simple number facts, names of letters, etc.
-The student forgets homework.
-The student forgets sequence, words, or details from orally presented materials (short-term auditory memory).
-The student has difficulty copying from the board. He or she is slow to complete these tasks and looks up constantly. The copied work may have omissions, additions or substitutions (visual short-term memory).
-The student takes longer to remember information on tests.
-The student answers a previous question when the teacher has asked a new one.
-The student has difficulty with timed oral or written tests.
-The student has difficulty with fill-in-theblank questions.
• Use repetitive practice (drill) with these students.
• Use a multi-sensory approach that considers multiple intelligences when presenting information. This enhances memory.
• Present new material in short easy steps.
• Use index cards to keep vocabulary words, spelling words, or number facts at hand.
Teach the child memory enhancing strategies such as mnemonics, rhyme, singing, finger math, etc.
• Have the student repeat directions you have given to ensure understanding and retention.
• Write directions on the board.
• Ensure proper and consistent use of an agenda or calendar.
• Consider methods other than a written test for evaluation.
• Use multiple choice questioning. Provide a word list when using fill-in-the-blank questioning.
• Use cloze exercises with word choices.
• Encourage the use of visual organizers, webs, or outlines.
• Permit the use of a calculator
• Provide examples on the test to demonstrate what is being asked.
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