This document discusses strategies for helping the memory of those with dyslexia. It outlines barriers to memory like auditory and visual discrimination difficulties as well as short term memory capacity issues. It then discusses learning styles and digit memory activities to determine strengths and weaknesses. A variety of memory strategies are suggested, including repetition, chunking, relating to pictures or stories, tapping, and the use of memory aids like notes, lists, calendars and photographs. The importance of exploring what strategies work best for the individual and practicing them is emphasized.

1. Strategies For Helping The
Memory
Of Those With Dyslexia
By Kate Davies
• B.A. Hons, PGCE HE/ FE PGCE SpLD FE/HE
(AMBDA) PGDip
• M.A Special Educational Needs
Practicing Certificate SpLD

2. The information processing
system
Long-term
memory
Short-term
memory

3. The information processing system
Barriers:
• Auditory discrimination
Difference between (e) and (i) sound
• Visual discrimination
Letter shapes and maths symbols.
• Capacity of short term memory is about 3
or 4 items for dyslexic adults and 7 for most
adults.
• Speed of processing information has 30
seconds life-span in short term memory.
If information cannot be processed in
that time it ‘falls off the shelf’ and is lost.
• Manipulating information holding
something in memory and doing something
with it, e.g. mental arithmetic. This can
make too many
demands at once.
Long-term
memory
Short-term
memory

4. Another Big Barrier
Learning to learn
(Metacognition)
A term used to describe
the understanding of ones
own learning processes.

5. Learning to learn (Metacognition)
• Find out what their learning styles is?

6. Digit Memory Activity
• How many forwards?
• How many backwards?
• Which is easier for you to
recall?
• Why the difference?
• Digits

7. Learning to learn
(Metacognition)
• Teach them the strategies
• Ask them what strategies do the use.
• They may use strategies but they don’t work.
Explore what works.
• Teach them the strategies that works for them.
• Ask them how they can use these in everyday situations or
at school. Give example If someone is giving you
instructions what strategies can you use.
• Repeat this every time you are asking them to remember
something.

8. Strategies
Experiment with these to see what works
for them
• Repetition
• Chunking together
• Singing or Rapping
• Tapping with foot, hands or musical
instrument
• Relate to a picture
• Draw a picture
• Make a story (silly or rude)
• Roman room

9. Everyday Memory
The most frequently used everyday memory
strategies are:
• Give them instruction written, verbally and
on a recorded device limit the information.
• writing calendar, diary notes, mobile phones,
tablet and PC
• putting things in a special place
• writing reminder notes
• writing shopping /home work lists
• using face-name associations
• mentally rehearsing information
• writing on the back of your hand
• taking photographs
• using a timer
• asking someone else to help

10. Study Skills
Memory strategies
• Teach them memory strategies and how
to study .
• Find out what works for them.
• Ask them what memory techniques they
are the going to use to help remember
• Chunk information. Capacity of short
term memory is about 3 or 4 items for
dyslexic adults and 7 for most adults.
• Break down instructions. Give
instruction written, verbally
and on a recorded device limit the
information.

11. Study Skills
Memory strategies
• Writing calendar, diary notes,
mobile phones, tablet and PC
• Writing reminder notes on walls,
chemical formulas, maths formulas
repeat every day
• Using subject specific vocabulary
cards practice everyday!
• Mind maps
• Mentally rehearsing information
• Writing home work to do lists
• Writing on the back of your hand
• Taking photographs