Races (auditory sequential memory)

Subtest Level Recommendations

Races (auditory sequential memory)

Very low (Accuracy SAS <75)

Check: Check the scores on Rabbits, Crayons and Letters to see if the student has a general sequential memory difficulty, or just auditory sequential memory problems. Check auditory discrimination skills (Wock) and phonological awareness (Rhymes).

Action: The student is likely to find phonics work difficult and may develop an over-reliance on visual strategies in reading. Structured phonics work is essential with ample practice (overlearning), using a multisensory approach, building on any visual and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes. Auditory memory training is also recommended – see page 96 of the CoPS manual for suitable activities and computer software.

Below average (Accuracy SAS 76-87)

Check: Check the scores on Rabbits, Crayons and Letters to see if the student has a general sequential memory difficulty, or just auditory sequential memory problems. Check auditory discrimination skills (Wock) and phonological awareness (Rhymes).

Action: The student is likely to find phonics work difficult and may develop an over-reliance on visual strategies in reading. Structured phonics work is recommended with ample practice (overlearning), using a multisensory approach, building on any visual and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes. Auditory memory training should be helpful – see page 96 of the CoPS manual for suitable activities and computer software.

Slightly below average (Accuracy SAS 88-94)

Check: Check the scores on Rabbits, Crayons and Letters to see if the student has a general sequential memory difficulty, or just auditory sequential memory problems. Check auditory discrimination skills (Wock) and phonological awareness (Rhymes).

Action: The student may find phonics work difficult and may develop an over-reliance on visual strategies in reading. It is suggested that auditory memory and literacy are regularly monitored for this student. Structured phonics work may be required with ample practice (overlearning), using a multisensory approach, building on any visual and kinaesthetic strengths – see page 97 of the CoPS manual for suitable phonics schemes. Auditory memory training may also be helpful – see page 96 of the CoPS manual for suitable activities and computer software.