Visual Memory

This information may be retained for a short while (short-term memory), rehearsed and retained for a longer period of time (long-term memory) or retained and recalled in the correct sequence (visual sequential memory).

Children who have difficulties in this area may:


+ Be unable to recall patterns, shapes and designs
+ Have immature drawing skills (lacking detail)
+ Have difficulties with learning sight vocabulary and with spelling high frequency words
+ Have difficulty with letter and number orientation
+ Find reading music very difficult
+ Enjoy using multi-sensory strategies when learning
+ Use audio methods to aid recall of information
+ Have strengths in logic, verbal and non-verbal reasoning skills
+ Have kinaesthetic strengths (learn better when activiey involved in a lesson through movement and touch).

Activities to develop visual memory skills


Recall features - Let pupils look at an object and talk about its features, then take the object away. Pupils try to recall as many details as possible.

Complete the shape - Show pupils a shape. Given them an incomplete drawing of the same shape; ask pupils to complete the shape from memory.

Recall details - Let pupils look at a picture and talk about the details, then take the picture away. Pupils try to recall as many details as possible.

What's missing? - Show pupils a complete picture, then one with items missing - ask them to identify what's missing.

Cause and effect - Sequence cause and effect pictures that relate to pupils' everyday experiences.

What happens next? (prediction) - Complete pictorial action sequences related to everyday situations. Story sequences and so on.

Visual memory spelling games - Use board games such as snakes and ladders; pupils spell words correctly in order to move around the board (e.g. three spaces for a three letter word etc.)