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
Why MemorAbility
It has been noted by many teachers that an increasing proportion of children are entering school unprepared for learning. It is important that these young chidren are helped as soon as possible otherwise they are likely to make slow progress which will limit their enthusiasm and erode their self-esteem. MemorAbility has been designed to help these children by developing the essential underlying skills needed for successful learning. If children's weaknesses in memory and concentration can be overcome at a young age then the commonly found slow rate of progress in literacy skills and sometimes in mathematical ability will be averted.
Many children enter the education system without the pre-requisite skills for acquiring literacy. Some may display a keen attitude towards exploratory learning and play and are inquisitive and outgoing, but when introduced to activities with a literacy focus they fail to thrive and do not make progress; this can contrast with the impression they have previously created. Some children lack the ability to concentrate and have a short attention span. Some children have difficulty repeating words due to their inability to listen and remember. Others may forget the words of simple songs and nursery rhymes. Children presenting with these types of characteristics are those for whom MemorAbility is intended.
MemorAbility consists of games that are designed to develop the ability to learn. MemorAbility improves memory, concentration and sequencing skills including different aspects of memory - visual memory, auditory memory and memory retrieval and sequencing skills. These games are intended mainly for children in Nursery, Reception and Years 1 and 2 . The children enjoy the activities and see them as fun games.
Results at pilot schools have demonstrated the outstanding effectiveness of the MemorAbility activities for young children including SEN pupils. There have been measurable improvements of three term’s ‘expected’ progress in just one term as illustrated on the 'Outcomes' page of this site.
Weak Memory
Spoken language
Short attention span
The perception at many schools is that a larger proportion of children than in previous years are entering nurseries and reception classes with a weak memory and this presents a barrier to their future learning.
Some children have an apparent difficulty with aspects of spoken language such as being able to repeat accurately words spoken to them or to recall names of objects or the names of people.
Other children enter the education system with a very short attention span and consequently find it difficult to stay focused on one activity for long. Such children may also find it difficult to concentrate as a story is read to them or to recall instructions.
Fun to play
The intention of the MemorAbility games is to redress the weaknesses indicated above that are preventing learning, so that the child will be able to flourish in education. Children of all abilities love MemorAbility games as they are so varied and so much fun to play. They can be played either individually or with other children. All of the games are brightly coloured and attractively presented and use familiar objects and so the children eagerly await their turn to play them.
MemorAbility incorporates a very thorough assessment system not usually seen in schools. We recommend that the assessments are undertaken before the child starts to play the MemorAbility games. This will give schools and nurseries a secure baseline from which to identify the children’s progress and thereby to demonstrate success.These assessments are a most useful resource for identifying a child’s learning difficulties.
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Assessments