Understanding Memory Processing

Memory processing covers how information is:

Encoded (taken in through listening, seeing, or doing).

Stored (kept in short-term, working, or long-term memory)

Retrieved (brought back when needed)

Memory Retention

Provide a general summary of the services you provide, highlighting key features and benefits for potential clients.

Classroom strategies for retention:

• - Review and revisit – build in retrieval practice

• - Make learning meaningful – connect to real-life context

• - Use multisensory approaches

• - Spaced practice over time rather than cramming

Retention refers to how well a child can keep information over time. Signs include:

• - Remembering a fact one day but not the next

• - Needing far more repetition than peers

• - Inconsistent recall

Working Memory and Executive Functioning

Working memory = the mental 'notepad' that holds information briefly.

Executive functioning = cognitive skills for managing tasks, organising, planning, and shifting attention.

Impact in the Classroom

Pupils with difficulties may:

• - Lose track of instructions

• - Appear disorganised or forgetful

• - Struggle with independent work

• - Take longer to complete tasks

• - Show frustration when knowledge seems to 'disappear'

Strategies to Support Learning and Independence

• - Simplify demands: Break tasks into smaller steps

• - Chunk and rehearse instructions

• - Scaffold organisation with visual tools

• - Model planning and sequencing

• - Allow thinking and processing time

• - Encourage external memory aids

• - Teach metacognitive self-questioning

• - Reinforce effort and progress

Teacher Reflection

Supporting children with memory and executive functioning needs requires patience and structure. Small adjustments can transform classroom participation and confidence.