{"id":27859,"date":"2024-11-15T15:03:02","date_gmt":"2024-11-15T15:03:02","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings-new\/send\/areas-of-need\/sensory-and-or-physical\/deaf-or-hard-of-hearing\/deaf-friendly-classroom\/auditory-memory-ideas\/"},"modified":"2024-12-10T14:22:46","modified_gmt":"2024-12-10T14:22:46","slug":"auditory-memory-ideas","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/areas-of-need\/sensory-and-or-physical\/deaf-or-hard-of-hearing\/deaf-friendly-classroom\/auditory-memory-ideas\/","title":{"rendered":"Auditory memory ideas"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Auditory memory<\/h2>\n\n\n\n<p>Memory is a complex thing which has been a subject of research for many years. We all find some types of information easier to remember than others. Auditory memory is the ability to store information that is heard. The more it is practiced the stronger the ability will become. <\/p>\n\n\n\n<p>Auditory memory develops as a child grows, but for some children and especially those who are deaf or have intermittent hearing loss, Auditory memory can be more difficult. This can affect their ability to follow instructions, pay attention, it can affect their emotions as they become aware of this difficulty, they may become frustrated.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Signs of poor auditory memory<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Unable to follow complex instructions<\/li>\n\n\n\n<li>Find it hard to keep attention focused for any length of time<\/li>\n\n\n\n<li>Can appear to \u2018zone out\u2019 or be \u2018in a world or their own\u2019<\/li>\n\n\n\n<li>May be shy<\/li>\n\n\n\n<li>May find it hard to tell you about their day or to tell you a story<\/li>\n\n\n\n<li>Educational progress plateaus<\/li>\n\n\n\n<li>May become frustrated<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Strategies that can help<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Seat the child or young person close to the adult\/teacher.<\/li>\n\n\n\n<li>Keep background noise to a minimum.<\/li>\n\n\n\n<li>Gain a child&#8217;s attention before speaking e.g. use their name.<\/li>\n\n\n\n<li>Prepare the child or young person for instructions by cueing them in, for example, \u2018ready?\u2019, \u2018time to listen\u2019, point to your fingers or hold your fingers up to indicate \u2013 \u20181, 2, 3\u2019 or \u2018first\u2026., second\u2026\u2026,\u2019<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">During activities<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Keep instructions short or \u2018chunked\u2019 \u2013 it is important to start at level they can achieve and then \u2018add one more\u2019.<\/li>\n\n\n\n<li>Reduce the number of words you use in instructions e.g. \u2018please get the plates and cups\u2019 rather than \u2018can you do me a favour and get the plates and the cups out of the cupboard?\u2019<\/li>\n\n\n\n<li>Emphasise the key words e.g. \u2018please get the plates and cups\u2019<\/li>\n\n\n\n<li>Have visual information to support information\/instructions where possible e.g. key vocabulary list or pictures.<\/li>\n\n\n\n<li>Have a model or an example of what they are required to do \u2013 real life examples are easier to remember<\/li>\n\n\n\n<li>Give a child time to respond to instructions \u2013 try not to interrupt their thinking!<\/li>\n\n\n\n<li>Check a child has understood e.g. \u2018what have you got to do now?\u2019<\/li>\n\n\n\n<li>Encourage children to say if they are not sure of what they need to do.<\/li>\n\n\n\n<li>Make the activities fun!<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Activities to help develop a good auditory memory<\/h3>\n\n\n\n<p>Listening walk<\/p>\n\n\n\n<p>Walk around the room, house, school, playground etc, how many different sounds can they hear? Can they remember them when they get back to class\/home.<\/p>\n\n\n\n<p>Simon says<\/p>\n\n\n\n<p>Build up the number of actions the child has to do \u2013 are they listening for the instruction the doesn\u2019t contain \u2018Simon says\u2019!<\/p>\n\n\n\n<p>Postman<\/p>\n\n\n\n<p>Give the child a message to ask someone for something. Can they remember the message, can they bring back the correct item\/message? As they gain confidence make the message longer or ask them for more items or to go to two people with different messages!<\/p>\n\n\n\n<p>Shopping Lists<\/p>\n\n\n\n<p>Have a \u2018bag\u2019 or shopping basket full of shopping items \u2013 real or toy ones. Ask the child for a list of items, start with two \u2013 \u2018can you give me an apple and an orange\u2019 (2 items), if they find this easy ask for more items at one time. Once they start to miss and item or need to ask for the list again, practise at this level until they can do it easily again. Increase to more items!<\/p>\n\n\n\n<p>Treasure hunt<\/p>\n\n\n\n<p>Hide items around the room or the playground. Give the child instructions e.g. \u2018walk to the bench, turn left, look behind the shed &#8211; go\u2019, you can give short, simple instructions or give them in stages, but then make them harder as you go.<\/p>\n\n\n\n<p>Sentences strings<\/p>\n\n\n\n<p>\u2018I went shopping and I bought\u2026..\u2019, \u2018I went to the Zoo and saw\u2026..\u2019, \u2018I went shopping and I bought\u2026..\u2019 This is a great game to play with others, take it in turns \u2013 can they remember what each other has said and add one more? It is also a good opportunity to extend vocabulary.<\/p>\n\n\n\n<p>Listen and Repeat<\/p>\n\n\n\n<p>Sentences \u2013 \u2018the children were playing\u2019, \u2018the flower is red\u2019, etc. can the child repeat what they have heard? Increase the difficulty by giving longer sentences \u2013 \u2018the dog jumped up and took the cake\u2019, \u2018the children played on the swings at the park\u2019 etc.<\/p>\n\n\n\n<p>Lists of words &#8211; (written so you don\u2019t get confused or forget!) \u2013 this could be random everyday words or linked to a topic the child is learning, start with four words, increase the difficulty by increasing the number of words in the list to remember \u2013 you can also do this with numbers.<\/p>\n\n\n\n<p>Memory games \u2013 add one more<\/p>\n\n\n\n<p>Pretend you are going somewhere \u2013 the Zoo, a picnic, the beach etc<\/p>\n\n\n\n<p>\u2018At the zoo I saw a tiger\u2019, \u2018 for our picnic we took a blanket\u2019, encourage the child to add one more \u2013 \u2018at the zoo I saw and tiger and an elephant\u2019, \u2018for our picnic we took a blanket and some cheese sandwiches\u2019, etc, for younger children start this with visual pictures, so they can look at these to help their memory, then try it without.<\/p>\n\n\n\n<p>\u2018Can I take you order please\u2019<\/p>\n\n\n\n<p>Create a caf\u00e9\/restaurant having visuals. One child takes the order \u2013 \u2018can I take you order\u2019, the other \u2018person\u2019 gives their order (increase the number of items they need to remember) e.g \u2018I\u2019ll have an ice-cream sundae with strawberry ice-cream, chocolate ice-cream, cherries and caramel sauce please\u2019, or \u2018I\u2019ll have a cup of hot chocolate with cream and marshmallows and a slice of raspberry cake\u2019 etc. make it harder by the child having to relay the order to the \u2018cook\u2019 and bringing it back.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Auditory memory Memory is a complex thing which has been a subject of research for many years. We all find some types of information easier [&hellip;]<\/p>\n","protected":false},"author":2616,"featured_media":0,"parent":27759,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-27859","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-04-18 15:20:42","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27859","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/2616"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=27859"}],"version-history":[{"count":5,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27859\/revisions"}],"predecessor-version":[{"id":28960,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27859\/revisions\/28960"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27759"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=27859"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}