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Why Johnny Can’t Remember What He Reads

Why Johnny Can’t Remember What He Reads. With Jay Kelly, MA. Hosted by:. Have You Ever Seen Students . . . ?. Forget Information They Knew the Day Before Miss the Main Idea But Remember Random Details Fail to Connect New Knowledge to Existing Frameworks

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Why Johnny Can’t Remember What He Reads

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  1. Why Johnny Can’t Remember What He Reads With Jay Kelly, MA Hosted by:

  2. Have You Ever Seen Students . . . ? Forget Information They Knew the Day Before Miss the Main Idea But Remember Random Details Fail to Connect New Knowledge to Existing Frameworks Learn Something in One Context But Fail to Apply That Knowledge in Similar Contexts

  3. How Exactly Do We Remember Things? • The Role of Short Term Memory • The Role of Long Term Memory • Moving Short Term Inputs to Long Term Storage

  4. Filters Prioritizes Categorizes Connects New Inputs to Prior Knowledge How Working Memory Works

  5. When Working Memory Breaks Down Storage and Retrieval Quality Is Based on Working Memory Strength Students with Processing Disorders Almost Always Have Working Memory Deficits Younger Students Are Still Developing These Capacities

  6. How to Address Working Memory Deficiencies • Teach Explicitly • Draw Logical Lines • Resist Assuming Prior Knowledge • Think Out Loud

  7. How to Address Working Memory Deficiencies • Teach Explicitly • Bundle Modalities • One Concept/Skill at a Time • As Many Senses as Possible • As Close in Time as Possible

  8. How to Address Working Memory Deficiencies • Teach Explicitly • Bundle Modalities • Create Feedback Loops • ‘What did you learn?’ • ‘What was challenging?’ • ‘What did I ask you to do?’

  9. How to Address Working Memory Deficiencies • Teach Explicitly • Bundle Modalities • Create Feedback Loops • Promote Peer to Peer Coaching • Forces use of working memory • Provides a context for working memory evaluation

  10. How to Address Working Memory Deficiencies • Teach Explicitly • Bundle Modalities • Create Feedback Loops • Promote Peer to Peer Coaching • Teach Concisely • Confusion caused by saying too much • Confusion caused by saying too little

  11. Questions for Reflection and Action What 1-2 things most stood out to me? What are 1-2 lingering questions I have? What is 1 thing I already do to promote working memory function? What are 2-3 things I can start doing to address working memory deficits?

  12. Suggested Resources • Building the Reading Brain by Nevills and Wolfe • Build the Brain for Reading by Pamela Nevills • The New Executive Brain by Elkhonon Goldberg • Brain Matters: Translating Research into Classroom Practice by Patricia Wolfe • Teaching Students with Dyslexia and Dysgraphia by Berninger and Wolf • The Overflowing Brain by Torkel Klingberg • Efficiency in Learning by Clark, Nguyen and Sweller • Teaching with the Brain in Mind by Eric Jensen • The Secret Life of the Grownup Brain by Barbara Strauch

  13. Questions?

  14. Email Jay Kelly: jaymichaelkelly@gmail.com Reading Horizons: info@readinghorizons.com

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