Strategies to Support Children with Comprehension and
Auditory Memory Difficulties













In order to gain the attention of the child, call out their name first.
Consider the best seating arrangements for the child, for example,
whether they need to be near the front of the class or near to a friend who
will help and support them.
In order to allow children who need time to assimilate information try to
break down spoken language into small phrases.
Try to give some type of visual reinforcement to a child who finds the
understanding of language difficult. This could take the following forms:
o A list of clear instructions, but only if the child is a proficient reader.
o Illustrate with photos, pictures or symbols if the child finds reading
problematic.
o Give a practical demonstration for the child so that they can see
and experience the concepts.
The use of pictures can be useful for children during a lesson when a set
of instructions need to be followed.
Pictures and writing will help the child remember whereas spoken words
are easily forgotten.
Keep lists of ‘key topic vocabulary’ for subjects when appropriate. Try to
over teach these words so that the context and understanding of them are
in place. It is useful to do this exercise before the words are taught in a
lesson.
Keep this vocabulary in a form where it is easily accessible for the child
(possibly a mind map). Try to encourage the child to refer to this during
classroom tasks. It will also help with their spelling.
Use terminology that the child will understand. When a child does not
understand return to the start of your explanation rather than to expand
on the spoken one. Check the vocabulary, concepts and sequence of
events are understood.
Remember ‘less is more’ when it comes to language exposure for children
with SLI.
Ask the child to repeat the information back to you to ensure
understanding.
Ensure that homework has been recorded correctly and accurately.
Try to encourage independent learning by helping the child to –
a) Realise themselves if they have not fully understood instructions
b) Be confident enough to inform you that help is required.
c) Identify why things went wrong (e.g. they did not listen, became
distracted, did not understand all of the words, could not remember
all the information given, speakers voice was too quiet etc…).
Auditory memory is unlikely to improve at this stage but it is worthwhile
practising the following as these skills could well improve the child’s
understanding in the classroom:
o Attention and listening skills.
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)
o Giving the child various strategies to help to learn independently
(e.g. to ask for clarification on instructions).
If a child still struggles after all these skills are in place, it would be
advisable to change the style of presentation.
Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS:
The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)