May
13
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
By Teresa Foley, Ph.D.
Asnuntuck Community College, Enfield, Connecticut
Sep
10
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Children with reading disabilities often struggle to remember what other children easily remember. This struggle often frustrates, stresses, and confuses them. As such, they often berate themselves mercilessly: “I never remember anything…. I don’t know how to remember…. I’m the stupidest jerk in the school.”
Aug
11
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Teachers can strengthen the memory of children with reading disabilities. To do this, teachers must first capture and then keep the children’s attention. They must then focus instruction on the acronym REMOS: Repeat It, Elaborate or Explain it, Make it Meaningful, Organize it, and engage in Spaced or Distributed Practice.
In practical terms, the teacher must get the children to:
