Auditory sequential memory (mobile phone)

Subtest Level Recommendations

Auditory sequential memory (mobile phone)

Very low (Accuracy SAS <75)

Check: Check visual memory (Sea creatures) score to see if the student has a general memory difficulty, or if the difficulty only relates to auditory memory. Auditory memory difficulties are likely to impact on phonic skills – check score on phonic skills (Funny words) to see if there is evidence on this. In such cases, a well-structured multisensory approach to literacy teaching is recommended – see page 60 of the LASS 8-11 manual for suitable phonics schemes. Poor performance on Mobile phone can also be indicative of difficulties with hearing – if this is a serious possibility, then further investigation of the student’s hearing would be recommended.

Action: Auditory memory training would be useful for this student – see page 58 of the LASS 8-11 manual for suitable activities and computer software. Phonic skills should be regularly monitored.

Below average (Accuracy SAS 76-87)

Check: Check visual memory (Sea creatures) score to see if the student has a general memory difficulty, or if the difficulty only relates to auditory memory. Auditory memory difficulties are likely to impact on phonic skills – check score on phonic skills (Funny words) to see if there is evidence on this. In such cases, a well-structured multisensory approach to literacy teaching is recommended – see page 60 of the LASS 8-11 manual for suitable phonics schemes. Poor performance on Mobile phone can also be indicative of difficulties with hearing – if this is a serious possibility, then further investigation of the student’s hearing would be recommended.

Action: Auditory memory training would be appropriate for this student – see page 58 of the LASS 8-11 manual for suitable activities and computer software. Phonic skills should be regularly monitored.

Slightly below average (Accuracy SAS 88-94)

Check: Check visual memory (Sea creatures) score to see if the student has a general memory difficulty, or if the difficulty only relates to auditory memory. Auditory memory difficulties are likely to impact on phonic skills – check score on phonic skills (Funny words) to see if there is evidence on this. In such cases, a well-structured multisensory approach to literacy teaching is recommended – see page 60 of the LASS 8-11 manual for suitable phonics schemes. Poor performance on Mobile phone can also be indicative of difficulties with hearing – if this is a serious possibility, then further investigation of the student’s hearing would be recommended.

Action: It is suggested that auditory memory and phonic skills are regularly monitored for this student. Auditory memory training may be appropriate for this student – see page 58 of the LASS 8-11 manual for suitable activities and computer software.