1. Memory
Support strategies
training.dyslexiaaction.org.uk

2. How do we remember? Recognition training.dyslexiaaction.org.uk
Recognition is the memory that is triggered by a stimulus, be it a picture, object, place, word or smell.
It is not necessarily linked to meaning but is an identification based on a previous experience.
training.dyslexiaaction.org.uk

3. How do we remember? Recollection training.dyslexiaaction.org.uk
Recollection is something we do when we reconstruct a story or other information. For example, when writing an essay
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4. How do we remember? Re-learning training.dyslexiaaction.org.uk
This is when we revisit some previously learnt information or actions – riding a bike after a long time or revising modules
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5. How do we remember? Recall training.dyslexiaaction.org.uk
Recall is the automatic access to long-term memory
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6. Strategies - mnemonics
The Roman Room system
The link system
Number/rhyme
Acronyms
Here’s a website with some amusing and useful mnemonics:
Mnemonics is a method of memory that links information, lists, ideas using visual images or verbal rhymes
Acronyms such as MAPS supporting self-checking for meaning, accuracy, punctuation and spelling
training.dyslexiaaction.org.uk

7. Strategies – external aids
Diaries
Lists
Alarms
Phone prompts
Post-it notes
Using external aids to support memory
training.dyslexiaaction.org.uk

8. Strategies – meaning Spelling rules Structure Organisation
Understanding
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9. Strategies: attention
If you learn something wrong, you will remember it wrong!
It is important to focus attention when learning. A wrong turning on the way to a friend’s house may mean that you make the same mistake on your next journey. Therefore avoid distractions, focus and be explicit.
training.dyslexiaaction.org.uk

10. Strategies - chunking Don’t swallow it whole!
It is far better to build up a memory than to try to remember information as a whole. Chunking is a valuable strategy for all ages and many tasks. Onset/rime is an example of chunking – can you think of more?
training.dyslexiaaction.org.uk

11. Strategies - overlearning
Practice makes perfect
What do we mean by ‘over-learning’?
Keep practising until the skill or recall is automatic
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12. Strategies - activity Highlight Summarise Mindmap
It is important to actively engage with the information, creating something to support recall
training.dyslexiaaction.org.uk

13. Strategies - questions
Who?
What?
Where?
When?
How?
Encourage children to make up their own questions when learning a new topic so that they can review the material by answering their onw set questions
training.dyslexiaaction.org.uk

14. Strategies - colour
Involve colour in your image. Make the letter bright orange or pink with blue stripes.
movement
Have movement in the image: see the wings on the letter flapping up and down
training.dyslexiaaction.org.uk

15. Strategies - images Exaggerate Image laughter
Create images to help remember foreign language words.
This is my image for the word for ‘cow’ in Spanish – ‘vacu’ – I picture a cow pushing a vaccum cleaner
Exaggerate the image so that it is larger and looming!
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16. Strategies - review training.dyslexiaaction.org.uk
This diagram illustrates typical forgetting curve and how memory can be topped up through regular review.
training.dyslexiaaction.org.uk

17. Reviewing strategies Help children to sort and categorise
Break down into chunks
Include colour, sound, motion and vivid images
Exaggerate and emphasise
Link to images, stories, numbers or rhymes
training.dyslexiaaction.org.uk

18. Reviewing strategies Integrate as many senses as possible
Link to existing knowledge
Link to meaning
Review
Repeat
Practice until mastery has been achieved
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19. Working memory in the classroom
Your turn for a working memory work-out
Share some of your ideas to support children with working memory issues
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