Improving Long-Term Memory in Students in Early Childhood Education Through The Use of Multi-Sensory Interventions
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Type of Work34 pages
action research papers
ProgramMasters of Education
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early childhood education
Education -- Research papers (Graduate).
Elementary school teachers across the country spend a portion of their instruction time teaching their students high frequency sight words. However, students have a very hard time remembering the words they learn due to complexity, difficulty, or words no longer being familiar to them. Memory has long been viewed as a key aspect of learning, but as the emphasis in educational standards has shifted away from rote memorization and toward the knowledge and skills needed to process new information, working memory is increasingly taking center stage. There is considerable research on several theoretical aspects of working memory. These aspects include the role of the different components of working memory in early childhood learning, ways in which working memory is assessed in children, how working memory difficulties manifest in children, and ways in which working memory can be improved. The 35 participants in this study were evaluated using a list of high frequency sight words and five different types of multi-sensory strategies. This study was experimental, and this paper will discuss the functions of working memory in children and strategies that can be used to improve the retention rate for students in early childhood education.