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. |