[senco-forum] [SENco-forum] Durham daydreamers

I have often wondered why in school it is only short term auditory memory
that is tested via Digit Span or Digit memory test.

I use a range of tests including objects & plastic animals +matching set of
cards with pictures of the objects.  I also have a set of photo quality
sweet wrappers or make a new set of cards depicting something that motivates
a particular student.

 I have a set of tactile material pairs and cards sets for numerals
(familiar) and Greek symbols.  By using the cards in exactly the same way as
the Digit Memory Test (copyright free from Dyslexia Action) I can build up a
picture of the students memory strengths and weaknesses, using strengths to
support learning while finding ways to support the weaker areas usually via
games.

One student had no tactile ability, scored 2 for visual memory (forwards
only)  3 with  photos of sweets - the motivator- and 5 for re-building a
sequence of plastic animals.  This knowledge lead to teaching her the
alphabet by an adapted form of fingerspelling (similar to BSL).  Job done.

Professor Tim Miles said that children with dyslexia suffer if we do not
teach them correctly and that all could benefit if teaching were altered to
suit them.  The 'working memory' deficit may occur with or without other
facets of learning difference and again if we can teach this 10% then the
rest benefit.  It is the teaching between the lines -learning the poor
processing via auditory, visual, tactile or kinaesthetic channels that
affects all learning,  social skills, behaviour, reading, spelling, writing,
math organising etc., knowing that these are not automatic for many pupils
regardless of what the official SEN label is, and finding the best way to
support their learning.

Sharon

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