Helping Students Remember: Exercises and Strategies to by Milton J. Dehn PDF

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Additional info for Helping Students Remember: Exercises and Strategies to Strengthen Memory

Example text

Do not allow rehearsal after you present the last word. ” Beans Lemon Fish Milk Salt Bread Coffee Tally the number correct and record it in the student’s workbook. If the student performs better on Practice Round 2, explain that the increased performance is due to the cumulative rehearsal method used in Round 2. Upper Level Directions For Practice Round 2, make sure the student understands the procedure by practicing with these three words: pancake, muscle, curtain. The student should keep saying “pancake” until you say “muscle,” and then should repeat “pancake, muscle” until you say “curtain,” after which the student should keep repeating all three words in sequence.

Lesson 40: Keyword (Upper Level Only) The keyword procedures are fully described on the student’s pages. The student needs to follow all of the steps correctly in order for keyword to be effective. The first challenge for some students is thinking of a keyword. Before suggesting a keyword that the stimulus word reminds you of, remind the student that only the first part of the stimulus word needs to match, such as the keyword “mad” for Madison. Like other visual mnemonics, the image should be interactive, funny, or bizarre.

Discuss with the student that this procedure increases memorability because the correct spelling goes into more than one kind of memory. Use this method to help the student study for an upcoming spelling test. If the student’s spelling test scores improve after this lesson or Lesson 16, attribute the improvement to the use of these new memorization strategies. Encourage the student to continue using these methods to study spelling. Lesson 14: Chunking In addition to rehearsal, chunking is a basic strategy that improves short-term memory performance.

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