Rabbits (visual spatial sequential memory)

Subtest Level Recommendations

Rabbits (visual spatial 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. 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 Rabbits is recommended, prior to any further action.

Action: The student is likely to have difficulty with visual whole word reading methods. 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.

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. 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.