Crayons (visual-verbal sequential memory)

Subtest Level Recommendations

Crayons (visual-verbal sequential memory)

Very low (Accuracy SAS <75)

Check: Check score on Clown to ensure that there is no colour discrimination difficulty affecting this score. Check the scores on the other visual memory subtests and on Races to see if the student has a general sequential memory difficulty, a general visual memory difficulty or only visual sequential memory problems.

Action: The student is likely to have difficulty with visual whole word reading methods. They will potentially be a slow reader. Spelling and writing are also likely to be a problem. Visual sequential memory training is recommended – see page 99 of the CoPS manual for suitable activities and computer software. Structured phonics work is essential with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes.

Below average (Accuracy SAS 76-87)

Check: Check score on Clown to ensure that there is no colour discrimination difficulty affecting this score. Check the scores on the other visual memory subtests and on Races to see if the student has a general sequential memory difficulty, a general visual memory difficulty or only visual sequential memory problems. If this is the only memory subtest with a below average score then retesting on Crayons is recommended, prior to any further action.

Action: The student is likely to have difficulty with visual whole word reading methods. They will potentially be a slow reader. Spelling and writing are also likely to be a problem. Visual sequential memory training would be useful – see page 99 of the CoPS manual for suitable activities and computer software. Structured phonics work is recommended with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes.

 

Slightly below average (Accuracy SAS 88-94)

Check: Check score on Clown to ensure that there is no colour discrimination difficulty affecting this score. Check the scores on the other visual memory subtests and on Races to see if the student has a general sequential memory difficulty, a general visual memory difficulty or only visual sequential memory problems. If this is the only memory subtest with a below average score, then no further action is required.

Action: The student may have difficulty with visual whole word reading methods. They may be a slow reader. Spelling and writing may also be a problem. Visual sequential memory training may be useful – see page 99 of the CoPS manual for suitable activities and computer software. Structured phonics work is recommended with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes.