Difficulty remembering visually presented material.

Symptoms Strategies
Misplaces Has difficulty storing and retrieving information he/she has been exposed to visually.
  • Use auditory clues to help with retrieval, i.e., songs or nursery
  • Chains of visual picture associations, associative thinking, etc.
Unable to remember events in a series (Social Studies, time lines).
  • Use a “walk-through” method.
  • Use oral presentation, small group or whole class discussion.
  • Use creative crafts such as making a mobile.
  • Cooking with recipes.
Misplaces his/her belongings on a regular basis.
  • Develop a system for storing his/her personal equipment, organize notebooks: one special section for homework – alert parents.
  • 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).
  • Teach in bite size pieces to mastery levels.
  • Use visual sequencing activities.
  • Ask before/after questions.
  • Encourage attention to logical divisions or breaks in any series.
Reverses words, letters, and numbers.
  • Have student sit near board.
  • Teach songs that help with rhythm.
  • 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./li>
  • Allow oral presentation as an alternative.
  • Reinforce task completion.
May learn spelling words for weekly tests but unable to carry over into written work.
  • Create spelling lists from incorrect words on written assignments.
  • Teach spelling rules and patterns.
  • May need computers for written assignments.

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