A Puzzle

I would think there is a huge difference between remembering a story that deals with things she may encounter in real life and remembering definitions of things that are probably pretty abstract to her. I don’t have any LDs, but would have a hard time remembering a bunch of chemistry terms but no problems reading a book and telling you what was in the story.

The books you noted that she is reading are more a second grade (Junie B. Jones) or possibly 3rd grade (American Girl) level. Are the science tests geared to that level also, or is she being tested in science on a 5th grade level?

Also, does she have short term memory problems?
Kay

I agree with Kay. My LD son does well remembering things that have meaning to him. This year he is doing better in social studies than science, even though both are requiring considerable memorization. He has had to learn the states, their capitals, and their abbreviations, for example. But still it is easier to make this information meaningful to him than science terms.

Remembering a story is remembering a sequence. Remembering science terms is pure memorization. Also, she may have trouble with reading the science tests, if her reading level is low.

She also is probably more interested in reading the stories, which enhances memory.

beth

She probably understood Junie B. and not the science. If you don’t understand something it is very hard to remember it. Try to memorize “Twas finite and the polar cusp orthogonal to the secant lay, the semitacnode operated on the gudermanian of A” if you will. It sticks with me becaus I at least know what some of the words mean and have an intuitive verbal sense. Without that, forget it.
The solution is to teach to understanding — if you check out the “for teachers” section and look for the article on “watering up the curriculum,” and/or check out the http://www.powerof2.org site, you will see things that work for teaching students who struggle with those kinds of “comprehension” tasks. However, it requires a fundamental philosophy change (mainly, that you actually care enough about whether kids get real background knowledge that you would be willing to put significant time and effort into not just following that time-“honored” “read the chapter and answer the questions, what am I a scientist I don’t get it either!” tradition (or the “I *love* science, what is YOUR problem, it’s easy!”)

The other posters have said it well - I shouldn’t pile on but there is no comparison really between a work of fiction - rich with seeming real life detail and a neat story to boot - and memorizing science terms.

To try to grasp it, try remembering the story of Little Red Riding Hood. Likely you can reel that off although it’s probably been years since you read it or heard it. Now tell me the 7 seven functions of carbon-based life forms. Likely you had to memorize them in some science class long ago but do you recall them now?

We retain and remember what touches us most strongly - what feels more real and what we understand most clearly.

Why we have children try to memorize science terms and then test them on those memorized words and then call that learning is beyond me but that’s a whole ‘nother discussion.

The student is probably lacking memory skills. Did this come out in the testing to get her placed originally? Science information can be learned if the student has the goods in place to do so. In another post on one of these boards, there is a discussion about remediating learning disabilities. We, as an educational system, need to work on cognitive skills so the students have the goods to “learn” material. There are a lot of jobs out there where you need to know material that is not “fun” or even “rich with seeming life detail.”
I use to think that it wasn’t necessary to have kids memorize, but have since changed my mind. Don’t get me wrong, it is important to truly understand concepts. If someone wants to succeed in the medical field, there is a lot of info that needs to be learned. A lot of that comes down to memorization. I wouldn’t want a personal doctor who didn’t know his stuff.

On another note, I have had students who have “selective” attention. If there is a prize involved, they can do many things. If not, there is not much effort put forth. There are some students out there like this. This is another story, but work attitude is important. I am willing now to work with this student 3-4 times after school on my own time with a special program I know would bring results, but she constantly runs out right after school, or has a million excuses. Education is a 2-way street. Sometimes excuses are made too quickly.

[quote=”Sara Jane”

On another note, I have had students who have “selective” attention. If there is a prize involved, they can do many things. If not, there is not much effort put forth. There are some students out there like this. This is another story, but work attitude is important. I am willing now to work with this student 3-4 times after school on my own time with a special program I know would bring results, but she constantly runs out right after school, or has a million excuses. Education is a 2-way street. Sometimes excuses are made too quickly.[/quote]

You have just described behavior that is common in ADHD. Don’t confuse motivation with diminished ability to persevere on difficult work that offers no immediate award. Those who have ADHD have to exert many times more the mental effort to keep on doing the hard work than those who dont struggle with the condition. If your student is running away from you, she is scared of something. Could be of failure, could be of being thought lazy and unmotiveated, could be of being found out as — at least in her mind — stupider than everyone else. Sometimes blame is cast too quickly too. Think about it.

Attention can be learned. Think about this.

I think it it time I do not go to this board again. I had quit for awhile as some of you feel you have all the answers and your opinion is the only one. There are different views and opinions. You guys can stay with your own group. Right away some of you are so defensive and think you know it all. Good-bye.

Hmmm… who”s being defensive??
The best response to people who “think” they have the onlyh opinion is to present others — but if you *only* like hanging around people who agree with you on everything, you’re right, this would not be the place to be.