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GWM Paper

The document discusses short term memory, its subcomponent of working memory, and some weaknesses associated with short term memory such as difficulties with retaining information, reading comprehension, rote memorization, and following directions. It provides examples of interventions teachers can use such as visuals, repetition, multi-sensory learning, breaking tasks into short steps, reading aloud with summarization, and using various tools to accommodate students with short term memory weaknesses.

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42 views

GWM Paper

The document discusses short term memory, its subcomponent of working memory, and some weaknesses associated with short term memory such as difficulties with retaining information, reading comprehension, rote memorization, and following directions. It provides examples of interventions teachers can use such as visuals, repetition, multi-sensory learning, breaking tasks into short steps, reading aloud with summarization, and using various tools to accommodate students with short term memory weaknesses.

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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Gonzalez 1

Samantha Gonzalez

EDSP 4311: Teaching Exceptional Children

Dr. Washington

September 29, 2020


Gonzalez 2

Short term memory is a cognitive process that helps when it comes to holding

information in immediate awareness and using it quickly. There is a subcomponent to short term

memory that is called working memory. Working memory is the ability to recall ordered

elements in the correct order after seeing it or hearing it once, and also storing as well as

performing a set of cognitive operations that require attention. Short term memory is linked to

reading, math, written expression, and oral language. There are some weaknesses when it comes

to short term memory, but there are also interventions and modifications that can be made to help

those with weaknesses in this area.

Some of the weaknesses that deal with short term memory, are retaining information, or

reading comprehension. So, when reading, a student may be able to read the book, but not

understand what they just read. They can also read, but not retain any of the information they

read, if the book is an informational book or a class book. Another problem they may have, is

rote memorization. What that means, is that the student would have trouble when it comes to

math and learning some of the formulas or just simple math facts. They may also have trouble

with following directions or completing lengthy tasks.

Some interventions or accommodations that can be made, are that the teacher can try to

use visuals to teach concepts. The teacher can also repeat concepts and provide multi-sensory

learning. When it comes to completing a task, the teacher could try and give the student short

and simple steps to complete a certain task. When it comes to reading, the teacher can have the

student read aloud, and then have them summarize and or explain what they just read. There are

many interventions and accommodations that a teacher can do to help their students, these are

just a few. There are many tools that a teacher can use to help them accommodate their students,

it is just a matter of taking the time and worrying about the students.
Gonzalez 3

Works cited

Areas of Processing Deficit and Their Link to Areas of Academic Achievement. (n.d.). Retrieved

September 25, 2020, from

http://www4.esc13.net/uploads/speech/docs/12_13/Areas_of_Processing_Deficit.pdf

file:///C:/Users/salgonza1169/AppData/Local/Temp/Temp1_LearningDisabilitiesInstructionalStr

ategiesandAccommodations.zip/Learning%20Disabilities/Accommodations%20for

%20TEACHERS.pdf

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