..the role of memory in language development
At a general level, memory processing tends to involve the way we take in, store and retrieve information. This means that we need to consider how best to present information and how to maximise opportunities to ensure meaningful links are made to aid later retrieval of information. These considerations and opportunities can be planned within general classroom management and teaching.
A child's ability to store and retrieve facts can be aided through careful organisation of the material being taught, including the amount the child is expected to process. If verbal material is chunked and then ordered, categorised, as well as summarised, a child will be helped to:
- identify and pick up on the main points
- make clear associations between facts and concepts
- establish key words being used to describe and identify these facts
- realise what they need to know for future reference.
It is also helpful to incorporate visual and kinaesthetic strategies in teaching situations. A 'see, listen, say, touch and do' approach can help provide a child with the concrete basis necessary to make clear associations/links between facts, old and new. This can be undertaken through play or examination of objects/pictures. It is also well known how visual images, together with stories that personalise facts, can assist in the process of information-linking. More information is retained when it has been expanded or discussed through dramatised action, gesture and animated voice.
The other level involved with the memorisation of information is the executive learning level. This is where learners are:
- self-questioning and self-directing;
- planning how to go about a piece of work and monitoring progress;
- regulating their thinking processes.
The use of active learning strategies can lead to the development of necessary thinking and memory planning processes. The 'first/then' approach, for instance, can support the early stages of logical thought, whilst assisting the future recall of sequential-based information.
A child's attempts at sequential recall can be further maximised through the use of rehearsal and 'trace alive' techniques. With trace alive this can involve:
- remembering more spoken language through movement, such as counting each event or key fact on the fingers or by signing;
- visualising a sequence like a video in your head;
- quiet vocalisation/chanting of a sequence of information.
A more in-depth approach to the retention of key facts and words can be achieved by games which reinforce curriculum work. This would include the use of lotto and pair games to help emphasise the characteristics of words, thereby strengthening the links between those words within the memory system. Also, use can be made of fetching/shopping games within numeracy lessons to aid association and sequential recall of information.
With any type of learning, it is important to discuss with children what makes it easy or difficult. From this, a better recognition can develop of the relevance of some strategies for planning and memorisation. At times, direct instruction may be needed with regard to the use of strategies. With mind maps, children often require practice and guidance in how items are linked, with main features emphasised through bold images/symbols. Such instruction and discussion will aid the storing and retrieval of verbal items.
One of the important factors with memory is the way it is connected to other learning processes, such as listening and attention. Thus, work on memory could also involve work on listening and attention, as well as consideration of general receptive skills.
(Bristow et al. 1999)
(Ripley et al, 2001)