|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.