![]() ![]() This strategy requires students (and teachers) to slow down, but the investment of time increases the student’s ultimate grasp and retention of the mathematical concept.ĭyslexics often experience difficulty remembering directions and learning sequences that they hear. Many struggling math students can enhance their memory of processing steps if they name each step of a math process as it is being performed. They also benefit from underlining/highlighting directions before they start. Students with low active-working memory usually have to write everything down. For instance, when they are borrowing in subtraction they have to hold onto numbers as they work through the problem. Multistep problems or directions pose the same challenge for students with low working memory. Once you drove a lot, you didn’t think about where the key went, where your feet should be positioned, when you needed to look in the mirrors (and know which ones to look at), where to put the shifter, which side the blinkers were on, etc. You held those steps in your active working memory. Often an educational evaluation will describe a dyslexic student as having “low working memory.” Low working memory is indicated when someone cannot keep many things on their “screen.” For example, think about when you first learned to drive. Helping Students with Poor Working Memory Advocacy Back Toolkit for Parents, Educators and Students. ![]() ![]() Toolkit for Parents, Educators and Students. ![]()
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