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The Source® for Learning & Memory Strategies
Ages: 6-18   Grades: 1-Adult

Find hundreds of workable solutions for improving memory and learning for students with special needs with this Source.

Outcomes

  • Understand the wide range of memory issues that confront learners
  • Remove obstacles to learning in underachieving students
  • Help students identify and implement strategies to enhance their memory and learning in the classroom, specifically in the areas of reading, spelling, math, factual learning, and conceptual learning
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#31721
$43.95
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** This is a Cloud E-Book that is accessible from any device with Internet access. .

Backed by years of practice and study, this book is built on the premise that every student can learn.  You'll learn how memory works, how to best work with it, and the practical measures that can prime and maximize memory capacity.  Use this book to learn:

  • brain function and anatomy
  • instructional strategies based on how the brain functions
  • the memory process, what a breakdown at any point means, and how to develop teaching tools to address the weakness
  • 15 common types of memory activities that students are often asked to use in school
  • learn 14 types of visual organizers and 14 uses for them
  • more over 175 strategies, activities, and tips that help learning stick for skills in:
    - phonological awareness (e.g., movement, symbol/sound manipulation)
    - sound/symbol correspondence (e.g., visual mnemonics)
    - spelling (e.g. visualization using word parts, air writing, singing)
    - vocabulary (e.g., vocabulary mapping, knowledge tree, pantomime)
    - reading comprehension and fluency (e.g., concept maps, Skim-RAP-Map)
    - math (e.g., color coding, supplementing with gestures, music and rhythm)
    - learning and remembering facts (e.g., use of humor, peer teaching)
    - conceptual learning (e.g., priming, drawing, journaling)

Extra helps include:

  • review questions or an activity in every chapter
  • reproducible graphic organizers
  • reproducible story pictures
  • lists of number prefixes and common suffixes

Copyright © 2003

    Components
    215 pages, therapy activities

    The Source for Learning & Memory Strategies should serve as one of the vital road maps for exemplary schools of the future.  A keen understanding of the learning processes, along with a compassionate view of the differences in learning will allow us to value and nurture all kinds of minds.

    Mel Levine, M.D.
    University of North Carolina Medical School

    • Intervention should address processing of varied types of information in various activities and settings (e.g., ability to attend to, perceive, organize, and remember verbal and nonverbal information including social cues, reasoning, and problem solving) (ASHA, 2004).
    • Children need to be systematic in their use of memory by developing learning plans for remembering information, especially before tests (Levine, 2002).
    • Recall and recognition work best when used often.  Memory strategies and learning plans need to be practiced and exercised regularly (Taylor-Goh, 2005).
    • Therapy should include memory strategies to support and organize learning, such as recoding, paraphrasing, chunking, forming associations, writing down steps, and/or creating pictures in the mind (Taylor-Goh, 2005).
    • There is no doubt that students with greater cognitive capacities for working memory possess a far greater ability to execute problem-solving tasks than students with limitations to their working memory systems, regardless of their overall intelligence (Feifer & DeFina, 2002).
    • Proficient writers spend more time planning and focusing their attention on text-level concerns and making revisions, and are more knowledgeable about processes of executive control than less skilled writers.  Overall written language performance for beginning writers can indeed improve with direct instruction in executive processing (Graham & Harris, 2002).
    • Instead of putting most of the emphasis on memorization and recall, it may be smarter and more efficient to place more emphasis on the context in which something is learned.  Contextual learning simply provides more spatial and locational "hooks" and allows learners more time to make personal connections (Jensen, 1995).
    • How the learner processes new information presented in school has a great impact on the quality of what is learned and is a major factor in determining whether and how it will be retained (Sousa, 2001).

    The Source for Learning & Memory Strategies incorporates these principles and is also based on expert professional practice.

    References

    American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the procession of speech-language pathology. Retrieved March 12, 2010, from www.asha.org/docs/pdf/PP2004-00191.pdf

    Feifer, S., & DeFina, P. (2002). The neuropsychology of written language disorders: Diagnosis and intervention. Maryland: School Neuropsych Press.

    Graham, S., & Harris, K.R. (2002). The role of self-regulation and transcription skills in writing and writing development. Journal of Educational Psychology, 35(1), 3-13.

    Jensen, E. (1995). Brain-based learning: The new science of teaching and training. California: The Brain Store.

    Levine, M. (2002). A mind at a time. New York: Simon & Schuster.

    Sousa, D. (2001). How the brain learns. California: Corwin Press.

    Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.

    Author(s)

    Regina G. Richards

    Biography

    Regina G. Richards, M.A., is a director and president of Richards Educational Therapy Center, Inc. and RET Center Press.  She founded and was director of Big Springs School for 27 years.  Her professional emphasis has been in developing and providing multidisciplinary programs for students with language-learning disabilities, especially dyslexia and dysgraphia.  Regina began her career in bilingual education, working on curriculum development and test design.  A practicing educational therapist in Riverside, California since 1975, Regina has authored a variety of journal articles and books on reading, dyslexia, dysgraphia, learning/memory, and visual development.  She is a member of her local branch of the International Dyslexia Association, the Inland Empire Branch, where she served as president for seven years.  She presents workshops and classes at the University of California Extension programs at both the Riverside and San Diego campuses.  She is an accomplished speaker and presents at numerous conferences and workshops nationally.

    Regina is also the author of The Source for Dyslexia and Dysgraphia.

    Introduction

    In presenting workshops on learning strategies, teachers frequently ask questions about their students whom they describe as "seeming to have no memory."  That, of course, is a fallacy.  What they mean is that some students struggle much more than others to hang on to and retrieve school-specific information.

    These questions, combined with my own curiosity, led me to explore memory and learning issues.  As I began to investigate these areas, it seemed as if memory materials were everywhere: technical and strategy chapters in books, whole books devoted to the topic, and articles in popular magazines.  In one issue, I ran across the following recommendations for improving memory:

    • relax
    • concentrate
    • focus
    • slow down
    • organize
    • repeat the information
    • visualize the information

    These general strategies can help many students of differing ages in either traditional or special educational classrooms.  What is interesting is that these strategies are also applicable for adults.  The strategies were printed in an issue of AARP, a newsletter for retired persons.

    The moral of this story is that we can all benefit from knowing more about memory and using memory strategies throughout various life stages.  It is my hope that this book will add in a positive way to this goal.

    The strategies in this book were developed because of my work with students over several decades.  Many techniques resulted from brainstorming sessions with other professionals in workshops, classes, and school environments.  It is difficult to directly identify the sources of all the activities I have used.  Even those that I feel are original may actually have a root in a suggestion presented by another professional.  Schacter calls this phenomenon by the wonderful name cryptomnesia, which he defines as a situation wherein people misattribute novelty to something that comes from another source (Schacter 2001, p. 108).

    I want to express my appreciation to all those professionals and students with whom I have interacted in various capacities, and from whom the roots of many of these ideas may have generated.

    Regina