Letters (visual sequential memory)
| Subtest | Level | Recommendations |
|
Letters (visual sequential memory) |
Very low (Accuracy SAS <75) |
Check: Check the scores on the other visual memory subtests and on Races to see if the student has a general sequential memory difficulty, a general visual memory difficulty or only visual sequential memory problems. Action: The student is likely to have difficulty with visual whole word reading methods. Letter recognition and recall will be hard. Spelling and writing are also likely to be a problem. Visual sequential memory training is recommended – see page 99 of the CoPS manual for suitable activities and computer software. Structured phonics work is essential with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes. |
| Below average (Accuracy SAS 76-87) |
Check: Check the scores on the other visual memory subtests and on Races to see if the student has a general sequential memory difficulty, a general visual memory difficulty or only visual sequential memory problems. If this is the only memory subtest with a below average score then retesting on Letters is recommended, prior to any further action. Action: The student is likely to have difficulty with visual whole word reading methods. Letter recognition and recall will be hard. Spelling and writing are also likely to be a problem. Visual sequential memory training would be useful – see page 99 of the CoPS manual for suitable activities and computer software. Structured phonics work is recommended with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes
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| Slightly below average (Accuracy SAS 88-94 |
Check: Check the scores on the other visual memory subtests and on Races to see if the student has a general sequential memory difficulty, a general visual memory difficulty or only visual sequential memory problems. If this is the only memory subtest with a below average score, then no further action is required. Action: The student may have difficulty with visual whole word reading methods. Letter recognition and recall may be hard. Spelling and writing may also be a problem. Visual sequential memory training may be useful – see page 99 of the CoPS manual for suitable activities and computer software. Structured phonics work is recommended with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes. |