Repetition is the Mother of Learning
How to Improve Working Memory with 5 Habits
All learning comes through repetition.
A child learning to tie his shoes will begin in a rather clumsy manner. If the child is shown in slow, methodical motions how to tie the shoe, the child will try and try again. The child may even ask to be shown this skill over and over because there is a specific motion that is more difficult to accomplish, requiring more frequent observations and practice. Eventually, the child is able to tie a shoe independently.
This child did not begin tying a shoe independently. In fact, this child did not even begin holding a string. This child developed the skill through the development of gross to fine motor skills, of simple to complex tasks.
The same is true in language acquisition skills. In order to move from one skill to another in language, there are foundations that need to be solidified using the proper tools. And, like all trades, the tools must be used properly or they will not serve their purpose.
One such language tool is working memory. Some children with dyslexia and ADHD take a bit more time to sharpen this tool and put it to full use.
Take a diphthong like oi/oy. Neither the o nor the i or y make their usual sounds.
Put the oi in a word like join. Ask the child to read the word. Seems simple enough, but the child who struggles to move language skills into their working memory now has to remember:
Reading left to right
Sound /j/
Sound /oi/ vs the various sounds of o and i
Sound /n/ and /t/.
Next, ask this same child to write the word. In addition to the previous skills, the child must remember:
Formation of each letter (capital or lowercase, between base and midline or above or below either or both)
Which letters make these sounds: oi vs oy.
Now ask this same child to write a word with more rules, like choice. Add to what the child needs to remember:
Which letters say /ch/
Sounds for /s/: both c and s
The c-rule (c says /s/ before e, i and y)
The silent e rules (there are five silent e’s).
Finally, ask this same child to write a sentence using a word like choice. “It is his choice to eat some soup.” The only word that is spelled phonetically by the letters’ first sounds is “it”.
This can be overwhelming. But there are solutions!
Repeat. Repetition is the mother of learning. All learning, all habits, all skills are gained through repetition. Sports players practice and train, actors have rehearsals, teachers have in-services. For any phoneme, phonogram, diphthong that is a struggle, give it more time and repetition. Bring it up more frequently. Drill it more often.
Establish routines. Predictability is good for the brain that struggles with working memory. Schedule when you will work with your child. Be consistent. As you work with a phoneme, phonogram, or diphthong, use a pattern of pathways to the brain for helping to solidify this: say it, hear it, feel it, see it, read it, repeat it, write it. If after these the concept seems solid, move to the next. If it does not yet seem solid, repeat this routine … repetition is the mother of learning.
Slow down. Rome was not built in a day. Neither is working memory for a child who struggles to retain language skills. Go as fast as you can, and as slow as you must. If your child needs to work longer with a certain sound, phonogram, rule, give that concept time. Rushing will not sharpen the working memory. In fact, it may dull the tool and keep it from being useful. Be consistent with your routine times, just allow yourself to progress more slowly and … repeat concepts.
Use variety. When you are working through your routine, try a range of methods. When you are in the “say it” phase, offer several words with the same sound and see if the child can pick out the common sound. Ask the child to come up with words that have that sound. In the “see it” phase, try using different materials or different colors. Write the phonogram or diphthong in a different color to make it stand out. Write a list of words with the feature sound aligned vertically. Use a list of rhyming words for that spelling. When you are in the “read it” phase, turn it into a game: memory, tic-tac-toe, hide-and-go-seek, wordsearch. In the “write it” phase, use all sorts of materials: chalk, dry erase markers, paints, colored pencils, sand. Write on different surfaces: the floor, the table, the window, an easel, the door, a tray. Your routine allows for predictability, your materials allow for creativity and fun!
Keep it simple. Target one sound, one concept at a time. Target the sound in simple words. As phonograms are learned, words will become more complex. Add new phonograms as previous ones are learned and solidified. Review in a quick drill a concept that your child temporarily cannot recall to help solidify it, then move on. There are no tests. If your child is stuck, offer a context clue, give choices, use labels. You can always pull back the level of difficulty when you need to, and move faster when you can.
Try these 5 habits and watch your child’s working memory sharpen!