Discuss memory comprehension techniques in children? Discuss the most appropriate method for conducting research qualitative or quantitative? Why is this a good topic? Please answer the above questions in 350-700 words.© BrainMass Inc. brainmass.com October 24, 2018, 10:30 pm ad1c9bdddf
Interesting discussion! I provided more examples of techniques than you will need, but it a comprehensive list for you to consider for your final copy. I also attached a research article on memory and comprehension in children and the research methods other researchers have used to investigate this important topic.
Let's take a closer look.
1. Discuss memory comprehension techniques in children?
Some basic memory techniques (K-3) are listed below:
1. The alphabet system. Help your child associate images that are represented by the letters of the alphabet. This is a great method for remembering long lists of items in a specific order, and a useful tool for your child to practice alphabet order. For example, "A is for apple, B is for boy."
2. The link/story method. Help your child invent bizarre or funny stories to link items he needs to remember. For instance, if he needs to learn primary colors, have him develop a story such as: "The yellow bird grabbed its red parachute and flew into the blue sky."
3. Acronyms. Have your child make a word out of the first letters of the item to be recalled. For instance, the letters that spell HOMES represent each of the Great Lakes: Huron, Ontario, Michigan, Erie and Superior.
4. The Journey System. This system uses landmarks on a journey. To remember the first four presidents of the United States, take this journey: On our way to Washington, we saw our friend Adam, who wanted to go to Jeff's house to play a new video game called Mad (Washington, Adams, Jefferson, Madison).
5. Movement learning. Songs that include movement help children remember the song's vocabulary. "Heads, shoulders, knees and toes" is very effective
6. Excitement and sound. When reading a book aloud, adding inflection and excitement to the story will help your child remember it. "Fee, fi, fo, fum," boomed the giant in "Jack and the Beanstalk." Children will pick up the emotion of the story through the words that you act, and their increased interest will help them retain more of the information.
7. Rhyme and rhythm. This is an effective tool for remembering dates or simple grammatical rules. Example: "In 1492, Columbus sailed the ocean blue." Or: "I before e, except after c."
8. The number/shape mnemonic. With this system, your child builds imaginary pictures and uses numbers to represent the shape of the object. The number seven could be a boomerang, for instance.
9. Color code. The use of color is linked strongly to memory. If your child needs to remember the original 13 colonies, have them color-code a U.S. map.
10. Acrostics. In a poem that is acrostic, the first or last letter of each line combine to spell out a word or phrase. Here's an example:
* Reduce, reuse and recycle.
* Earth needs us to do our best to keep things clean.
* Caring for the planet is everyone's job.
* You can do your part to save the environment.
* Collect metal, paper and plastic for recycling.
* Litter free is how it has to be.
* Everybody should work together to keep the planet clean (http://tutoring.sylvanlearning.com/newsletter/0104/studytipsk3.cfm)
READING COMPREHENSION MEMORY SKILLS
Software programs, such as Reading Comprehension Booster helps children improve reading comprehension and critical thinking skills. Students receive practice in using basic reading improvement strategies. They work with interactive exercises to determine main idea, make inferences, and draw conclusions. Assessments place students in appropriate units of instruction. Students advance as they demonstrate readiness and receive immediate instructional feedback throughout. Scores are automatically kept in a record management system that allows teachers and tutors to view and print detailed reports. Designed for students in U.S. grades 3 through 5 (ages 8 and up), the software can also be used by English language learners and older students. (http://www.filedudes.com/Reading_Comprehension_Booster-download-17322.html)
Other memory comprehension techniques that the teacher could include in instructions are as follows:
A. DLTA- DIRECTED LISTENING THINKING ACTIVITY
PURPOSE: The DLTA is used to engage students in text, which is above their independent and/or instructional reading level. It is used to 1). Determine the purpose for reading, 2). Extract, comprehend, and assimilate information, 3). Examine reading material based on the purpose for reading, 4). Suspend judgments, and 5). Make decisions based on information gleaned from the reading material.
RATIONALE: As students develop strategies for actively engaging in text, they become increasingly independent in their own reading and are empowered to monitor and control their own reading behaviors to enhance their comprehension of the text as they have read.
1. The teacher reads the title to the student and asks what the story might be about. Record predictions on a chart or blackboard.
2. Read first paragraph or the first section of the text and telling students that their predictions will be confirmed, rejected, or modified. Ask the students if they still think the same as they did earlier.
3. Continue through the text - predicting, reading to students, and reacting to their predictions.
4. After reading the story, the focus is on specific skill development and vocabulary. Students are invited to focus on words and phrases which puzzle or intrigue them.
1. Develops early critical reading skills.
2. Helps students develop meta-cognition of their own reading comprehension.
3. Engages students in text, which is too difficult for their current reading ability.
1. Students who have already read or heard the text are not able to engage in the strategy as effectively.
2. Classroom management can be problematic.
B. DRTA- Directed Reading Thinking Activity
Purpose: This strategy is used to help students:
1. determine the purpose for reading
2. Use prediction when reading text
3. Make decisions based on readings.
Rationale: As students develop more strategies for reading, the more independent readers they will become.
1. Direct students to read the title and brainstorm what the story might be about. Record the answers on the board.
2. Read first section. Ask the students if their prediction was confirmed, rejected or modified. Only the student that made the prediction may change their answers.
3. Repeat step 2 until the class has finished with the reading.
4. Have the students justify their predictions by having them think aloud.
1. This helps develop critical reading skills.
2. Also helps students develop reading comprehension.
1. Only useful if students have not read or heard the text being used.
2. Classroom management may become a problem.
C. INSERT (helps categorize information)
PURPOSE: To use symbols while reading to help categorize information.
RATIONALE: To help students to become more efficient readers.
PROCEDURE: While reading any text use the following symbols to describe what was read, using pencil of course!
***or use any other symbol that is more comfortable for you***
Knew it = ^
Don't think so = X
New Knowledge = +
NEATO Please Remember = !
I wonder = ?
Don't understand = ??
Really remember = **
1. Helps students be more efficient by categorizing the information they have just read.
1. Rules about writing in the school/library books.
D. SMART (helps in Reading comprehension) -
Purpose: The students will use this strategy to help in reading comprehension.
Rationale: Students will be aware of what they are reading and works on their comprehension.
1. While reading; put a :
"X" in the margin if they understand what they just read.
"?" in the margin if they don't understand what they just read.
2. When finished reading, explain what they just read. If they don't understand, have them try to explain why.
3. After all this, if the students still does not understand, just skip it.
Could help with comprehension by showing students where they got lost.
Takes a very long time to work through this strategy.
E. KWL- (know, want to know, learned) -
What we Know, What we want to know, What we learned.
Purpose: To help the teacher tailor the lessons to the students knowledge level and to facilitate what the students want to know. Also can be used as an assessment tool. ***note: should not be used with units less than 4 weeks***
Rationale: By using KWL, the teacher will be able to find the level of knowledge in their class.
1. Hang up a long peice of paper. (bulletin board paper would work great!)
2. Divide chart into 3 sections. Label each section:
* what we know
* what we want to know
* what we learned
3. Ask class to answer what we know about the new topic.
4. Write all the responses down in the first column.
5. Ask class what they would like to know about the topic.
6. Write all those responses down in the second column.
7. At the end of the unit, ask students what they have learned, writing all responses down on the chart in the 3rd column.
8. Compare the want to know and learned to see if they met their goals.
1. Students can express their own ideas and knowledge.
2. Early assessment tool for the teacher.
3. Find out what students know so you don't repeat the lesson!
Purpose: A menu show the class and instructor when a certain activity is planned. It also helps students organize their time. Also can help with collecting absent students work. A Class secretary can be selected to copy the ...
By example, this solution discusses memory comprehension techniques in children. Over thirty techniques are discussed in terms of purpose, rational, procedures and strengths and weaknesses of each technique. It also discusses the most appropriate method for conducting research qualitative or quantitative, and why is this a good topic. Supplemented with a research article on memory and comprehension in children and the research methods other researchers have used to investigate this important topic.
Problems and Exercises I
(See the attached page)
A behavior therapist seeks to reduce the frequency of hitting behavior exhibited by a 6-year-old child in a classroom for emotionally disturbed children. The child frequently strikes other children and even the teacher. The therapist trains one of the teacher's aides to reward the child with small candy reinforcers when the child has not struck anyone for a period of 5 minutes. The experiment is conducted during two 1-hour sessions each weekday for a period of 4 weeks. An ABAB design is used, each week comprising a different stage. The results of this behavioral intervention are shown on the attachment page. Answer two question below:
1. Does visual inspection of the data obtained in this hypothetical study provide evidence for the effectiveness of the treatment? Why or why not?
2. Provide two suggestions for improving the quality of the evidence for the effectiveness of the treatment in this situation.View Full Posting Details