MemorAbility

MemorAbility is based on a series of mental exercises that the children enjoy and see as fun games. 
It is designed for children in Nursery, Reception and Years 1 and 2

"The performance over the term is extremely good.  The majority of results show an enhanced progress with some extremely notable results.  The greatest overall performance increase was in Reading – with almost universal improvements."  Head Teacher

MemorAbility Outcomes
All about memory
Assessment


The MemorAbility activities, as the name implies, target the improvement of memory. The games improve many aspects of memory including visual, auditory processing and sequencing abilities.

Some children have difficulties when processing auditory information that are neurological in origin. Typically these might be: difficulty remembering and repeating people’s names, spoken instructions, directions and other verbal information. Such auditory difficulties can relate to letters, words and numbers and also to sequencing sounds. Children may have difficulty processing the information that they have heard.
These children with auditory problems may have strong visual capabilities such as an excellent memory for pictures.

Visual learning difficulties impact upon the acquisition of numbers and letters and can restrict learners from finding their way around new environments and manipulating visual information such as shape, colour and space.
When pupils are reading or spelling they have to hold a picture of a sequence of symbols (a word) in their head and subsequently break this down into its individual symbols (letters) and recalling each shape, transpose these into writing. For those with visual processing difficulties, this process can be very difficult or not possible.

Sequencing difficulties. Both auditory and visual information needs to be processed so that it has meaning and this requires the learner to be able to sequence the pieces of information accurately.  For many children who have difficulty learning to read, the inability to sequence information is a major contributory factor.

  

A comprehensive range of assessment procedures provide support for schools and nurseries using MemorAbility.

In addition to using the Assessments provided we recommend that schools continue to use their own measures of progress. Pupils should be assessd before commencing MemorAbility and after around 12 weeks of using the MemorAbility games.

The chart below shows the assessed results supplied by a school following  the use of the MemorAbility games for just one term and for a cohort of only SEN pupils.

Prior to use of MemorAbility none of these SEN children had made expected progress. The chart shows the pupils made very significant and accelerated progress in just the one term. e.g  The average progress in Reading of these 9 SEN pupils is two and a half term's expected progress in just one term.

In this school's assessment process one 'tracking point' is approximately equal to one term's 'expected progress'. e.g. Pupil A was enabled by the MemorAbilty activities to make two term's expected progress in Reading and Writing and one year's expected progress in Mathematics in the one term.


Tracking points