Auditory Memory

Auditory memory is the ability to recall information that has been given orally. The activities listed here can help develop auditory memory and can be incorporated into lessons for the benefit of all pupils

Pupils who have difficulties in this area may have:

  • an inability to retain more than one or two items of information from a lesson presented orally
  • difficulty recalling information after a period of time, unless given specific support strategies
  • difficulty in recalling information in the correct sequence
  • visual/spatial strengths (learn better from charts, diagrams, videos, demonstrations and other visual materials)
  • a good visual memory (be able to visualise information and present it in the form of mindmaps, diagrams, charts, posters, illustrations)
  • kinaesthetic strengths (learn better when actively involved in a lesson through movement and touch).

Activities to develop auditory memory skills:

  • Repeat and use information – pupils could be asked to repeat a sequence of two or three colours and then thread beads or arrange cubes using that sequence. The pupils could also complete card number sequences in the same way.
  • Reciting – action rhymes, songs and jingles. Use the actions to aid the recall of key learning points.
  • Memory and sequencing songs – songs like Old Macdonald, Ten Green Bottles, One Man went to Mow.
  • Story recall 1 – retell the main events of a story, using puppets and background scenery as cues.
  • Story recall 2 – draw the main events in well-known, patterned stories (eg. Little Red Hen, The Gingerbread Man).
  • I went to market and I bought... – using real shopping items or pictures. Pupils have to recall the sequence of items bought.
  • Recall simple sequences – of personal experiences and events and share with the group or class.
  • Recall verbal messages 1 – containing one or two elements and requiring a yes or no reply.
  • Recall verbal messages 2 – containing one or two elements and requiring a simple sentence reply.
  • Instructions – recall and repeat task instructions containing one, then two, then three elements.
  • Drawing 1 – story sequences from memory.
  • Drawing 2 – the sequence of a simple activity.
  • Explain – the sequence of a simple activity.
  • Recall – days and evenets of the week.
  • Alphabet sequences – dot to dot, games and puzzles.
  • Alphabet name game – recall the sequence of the alphabet using names.
  • Alphabet word game – recall the sequence of the alphabet whe using simple word banks.
  • Draw a time sequence – flow chart of the main events in the story.
  • Organise sentences – in the correct sequence, relating to a school event, using ords and phrases that signal time as cues (eg. after that, next).
  • Mind-maps – show the pupils how to use mind-maps to aid recall of key information.