Dyslexia & Memory Training A case study of student O ADSHE Networking Day June 17 th 2010 Sebastian...

Dyslexia & Memory TrainingA case study of student O

ADSHE Networking Day June 17th 2010Sebastian Boo MA in spLD student

London Metropolitan University

Helping students to improve their memory skills

is important because:

• Effective memory skills are fundamental to learning & academic success

• Developing memory skills is a frequent recommendation in students’ reports

• Students often want to improve their memory skills

is rewarding because:• Students do improve

significantly & It does not take long

• Students are very aware of the improvements in their memory skills and benefits this has for them

• It is fun to teach

Sebastian Boo June 2010 London Metropolitan University

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Workshop Outline

1. The student & the research question

2. Literature review3. The keyword mnemonic: describe, demonstrate, practise,

show student’s before & after results and discuss

4. The loci mnemonic: describe, demonstrate, practise, show

student’s before & after results and discuss

5. Discussion & sharing of experiences

6. Summary


Who am I?• Completed the postgraduate certificate in

teaching adult dyslexic learners in HE/FE at the London Metropolitan University in February 2010

• Freelance dyslexia support tutor

• Working towards the post graduate diploma in assessing for dyslexia and the MA in spLD

• Personal experience of being a dyslexic student at university


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The student’s profile & needs


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The Student: O’s profile

3 sources of information

1. interview

2. questionnaire

3. dyslexia assessment report


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• From interview– BA (pass) in Business & Law– Applying to MA in International Business– Aspires to owning his own internet company– Motivated young man


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• From learning style & study skills questionnaires

– Preference for visual & kinaesthetic learning

– O rates his memory skills as 1/10

– No knowledge of memory

techniques/mnemonic

– Memory is O’s 1st priority on ILP


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The Student: O’s profile• From Assessment report

– (WAIS) discrepancy in Verbal IQ (higher range) & Performance IQ (lower range)

– Low vocab & digit span scores– High picture completion & block design scores– Weakness in auditory memory/phonological

processing & strength in visual spatial skill– Likely difficulty in processing large amounts of

information– Recommends O uses multi-sensory learning

strategies and memory techniques


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The Student: O’s needs

– Improve his memory skills– Succeed on MA course next year – Succeed in other areas of life requiring ability to

remember large amounts of new information

– From experience on BA course O found: • learning difficult words/terms a challenge• memorising for exams & memorising chapter

summaries for seminars very difficult


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The Research Question


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The Research Question

What interventions can I deliver that will, by taking into account O’s cognitive profile and motivations, improve his

ability to memorise new information in a way that is relevant and applicable to

his needs and circumstances?


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Literature Review


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Literature Review

1. The psychology of memory

2. The neurobiology of memory

3. Dyslexia and memory weakness

4. Dyslexia and memory improvement

5. Students and memory improvement


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Literature Review1. The psychology of memory

Higbee (1997), Baddeley (1997), Woolf (2004) and Esgate and Groom (2005)

2. The neurobiology of memoryBarker (1999), Greenfield (2001), le Doux (2003) and

Wager (2008)

3. Dyslexia and memory and memory weakness Nicolson, Fawcett & Baddeley (1992), Snowling (2000), Grant (2003),

Smith-Spark, (2007), Alloway(2009)

4. Dyslexia and memory improvementGanschow (1993), Hayword (2000), Gillette, Depompei (2008), Alloway(2009)

Mortimore (2005), Du Pré, Gilroy & Miles (2008)

5. Students and memory improvement Lorayne (1991), Mastropieri & Scruggs (1991), Baddeley (1997), Buzan (1997)

Bristow, Cowley & Daines (1999)


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Literature Review: search results

Database Search term Results

Google scholar Dyslexia + memory Dyslexia + memory difficulties Dyslexia + memory weakness

97: 29,000 0: 15,3000: 9,776First result is term in title: second

result is term any- where in article

Psy info Dyslexia + memory Dyslexia + memory difficulties Dyslexia + memory weakness

37 : 3520: 20: 1First result is term in title: second result is in abstract

ERIC Dyslexia + memory Dyslexia + memory difficulties Dyslexia + memory weaknessweakness

9: 1881: 880:2First result is term in title: second result is in all fields


What did I learn from the literature review ?

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Retrieving

Encoding

1 2

3

The psychology of memoryMemory is a 3 stage process (Higbee 1997)


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Psychology of memoryWorking memory (Baddeley & Hitch 1997)

Visuo-spatial sketch pad

Central Executive Phonological loop

Fig 4 Working memory (Baddeley, 1997)


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Dyslexia and memory and memory weaknesses

That many dyslexic student report difficulty with memorising new information is widely

reported in the literature

• Nicolson, Fawcett & Baddeley (1992) • Moritmore (1994, p104)• Snowling (2000) • Zdzienski (2001) • Grant, D. (2003)• Snowling, M.J. (2000) • Smith-Spark, Fisk (2007)• Du Pré, Gilroy, Miles (2008, p208) • Gillette, Depompei (2008) • Alloway (2009)


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Dyslexia & memory improvement: the research literature

4 broad categories of suggestions

1. Multisenory learning strategies e.g sparks. Ganschow (1993)

2. Visual learning strategies e.g. Steinbrink, Klatte (2009)

3. Use of personalized note taking methods, e.g.

Hayword (2000)

4. Use of assistive technology such as personal

digital assistants e.g. Gillette, Depompei (2008)


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Research literature is supported by the “practitioner literature”

e.g. Dyslexia & learning style Mortimore (2005) & Dyslexia at collegeDu Pré, Gilroy & Miles (2008)

1. Organising information

2. Using colour and pictures and shapes

3. Summarizing and numbering key points

4. Using visual mnemonics

5. Using multisensory learning


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Memory improvement literaturee.g. Buzan (1997), Lorayne (1991)

• Organise the learning material systemically

• Break the information down into discrete sections or chunks

• Use verbal and visual mnemonics

• Use multisensory learning

• Review the learning material at regular intervals (spaced learning)

• Make use of mindmaps (concept maps)


.

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The Interventions


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The memory techniques

(mnemonics) I taught the student

Mnemonsyne, Goddess of Memory in Greek mythology. She was mother of the muses.

Oil painting by Dante Gabriel Rossetti, 1881. Collection of the Delaware Art Museum, Wilmington. USA. Gift of Samuel and Mary R. Bancroft. Taken from http://socrates.berkeley.edu/~kihlstrm/mnemosyne.htm. Accessed 18th Mach 2010

Memory Skills for Study Success. S Boo © 2010

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The mnemonics

• The keyword mnemonic

• The loci mnemonic


Sebastian Boo

The keyword mnemonic


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Keyword mnemonic

What method for strengthen encoding and retrieval of memories for new words

(Montessori, Scruggs 1991).

Why did I choose it ?• O had difficulty remembering definitions• Positive accounts of the use of keyword

mnemonic in literature e.g. Fritz, Morris et al (2007)

• Tutor’s personal experience of using the mnemonic: I felt confident demonstrating it



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How would you help a student learn these words?

Word Definition

Abscond To leave suddenly and hide somewhere usually after stealing something

Disparage To critize someone or something in a way that shows you do not value or them.

Eulogy A speech honouring a dead person usually given at a funeral.

Hyperbole An exaggerated statement.

Misanthrope A person who does not like people/ human beings.

Opaque Something that does not allow light to travel through it.

Penury Not having any money. Poverty.

Soporific Causing you to feel sleepy

Tirade A long angry speech

Trenchant Very sharp, strong, severe.

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Keyword mnemonic How do you use the keyword mnemonic ?

1. Break down the new word into parts

2. Identify part(s) of the new word that sound similar to

word you already know.( It helps if it is a concrete and

familiar word). This is keyword(s)

3. Associate the keyword(s) with the definition of new

word using your imagination. Create an imaginary

experience

4. Practise retrieval.


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Key word mnemonic New difficult word

Definition of

new word

Break down new word

Find similar sounding words. These are the key words

Associate definition with keyword(s) in

imaginary multisensory experience

Memorable imaginary experiences are :

Copyright © Sebastian Boo. 2009

[email protected]

32Sebastian Boo June 2010 London Metropolitan University

Funny

Surprising

Unbelievable !!

Ridiculous

Absurd

Impossible

Exaggerated

Silly

Ridiculous

Absurd

Impossible

Exaggerated

Silly Ridiculous

Absurd

Impossible

Exaggerated

Silly

Ridiculous

Absurd

Impossible

Exaggerated

Silly

Memorable imaginary experiences are :

33Sebastian Boo June 2010


Happy Angry

Disgust

Happy

Happy

Happy

Angry

Disgust

DisgustAngry

Angry

Memorable imaginary experiences are:

34Sebastian Boo June 2010


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Keyword mnemonic examples (by Lorayane 1991)

1. Plagiarize. Definition = to present somebody else's work/ideas as

your own

2. Break the word down: Plag iar ize

3. Identify part(s) of the word that sound familiar to a word(s) you

already know: Play + eyes. These are the keywords.

4. Create an imaginary experience that associates keywords with

definition of new word. For example imagine sitting in the library.

You come up with an original idea and discover that you can “play

with your eyes.” All the other students then start to copy you without

asking your permission to do so. The other students are plagiarizing

your idea to play with your eyes

5. Practise retrieval.


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Keyword mnemonic: another example 1. Capricious. Definition = inclined to change one’s mind impulsively

2. Break the work down Cap ri cious

3. Identify parts of the word that sound familiar to a word you already know. “cap” sound like cap, as in baseball cap. “Ri” and “cious” are more difficult to relate to known words

4. Create an imaginary experience that associates the keyword(s) with the definition of the new word. For example, imagine a baseball cap, and a young child. You put the cap on the child’s head. The child then shouts “I don’t want the cap”. You remove the cap. The child changes its mind and shouts “I want the cap”. You put the cap back on the child. The child then changes its mind again and shouts “I do not want the cap”. The child is capricious changing it mind impulsively about the cap

5. Practise retrieval


Did the keyword mnemonic help the student?


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Methodology for keyword mnemonic “experiment”

Pre intervention baseline score

O has to memorise definitions of 10 new difficult words in 20 minutes

O tested for recall at four intervals

I. Immediately after learning

II. 20 minutes after learning

III. 24 hours after learning

IV. 1 week after learning


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Word list pre intervention

Type of word

Number of word parts

Word list post intervention

1 As su age verb 3 Ab scon d

2 Des si ccate verb 3 Dis par age

3 El e gy noun 3 Eu lo gy

4 Heg e mony noun 3 Hyper bol e

5 Mav e rick noun 3 Mis an thrope

6 On e rous adjective 3 O pa que

7 Par o dy noun 3 Pen ury

8 So pho mor ic adjective 3 So por i fic

9 Tor que noun 2 Ti rade

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Tran si ent verb 3 Tren ch ant[1]

“Difficult words” O had to memorise before and after use of key word mnemonic


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Methodology for keyword mnemonic

Post intervention score

O memorises definitions of 10 new difficult words* this time with key word mnemonic





IV. 1 week after learning

* NB words are matched to pre intervention listSebastian Boo June 2010 London Metropolitan University

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Results for the keyword mnemonic


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Keyword mnemonic results

Immediate test

20 min post learning

24 hour post learning

1 week post learning

total correct Averages

T-test value

d/f =n1+n2-2=18

probability results derived by chance

Number of correctly recalled definitions

Pre intervention 4 3 1 1 9 2.25

Post intervention 8 8 6 5 27 6.75

Difference 4 5 5 4 18 4.5

percentage increase 100% 167% 500% 400% 200% 200% 3.46 2 p<0.05


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Key word mnemonic results Chart showing difference in dyslexic student O's recall of the definitions of ten new

difficult words before and after use of the keyword mnemonic

4

3

1 1

8 8

6

5

0

1

2

3

4

5

6

7

8

9

10

immediatetes t

20 minstes t

24 hrs tes t 1 wk tes t

preintervention

postintervention(key wordmnic)

No of correctly recalled definitions out of 10

Sebastian Boo June 2010 London

Metropolitan University

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Analysis of keyword mnemonic results

• Increase from 4/10 to 8/10 in definitions correctly remembered with keyword mnemonic immediately after learning

• 39% decline in score over week with keyword mnemonic compared to 75% decline without keyword mnemonic

• Result statistically significant p<0.05


Discussion of keyword mnemonic

• What do we think?Increase in O’s performance could be attributable to various

factorsIntrinsic use of mnemonica) Enhanced encoding due to use of visualisation b) Enhanced retrieval cuesc) Enhanced encoding + retrievalExtrinsic use of mnemonica) Increased motivation, self belief & expectation of successOther factorsDesire to help tutor. Other possible confounding factors.

Random chance (but less than 5% probability)


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Disadvantages of the keyword mnemonic

• It is often not possible to identify meaningful keywords for new words

• Dyslexic students with considerable phonological weakness may have difficulty segmented words

• Students may find it difficult to create imaginary experiences

• Some students may get carried away and “pollute” imaginary experience with superfluous details that make retrieval of keyword and definition more difficult

• Not helpful for learning spellings particularly of irregular words. In fact may confuse student about correct spelling


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Advantages of the keyword mnemonic

• It allows students to encode verbal information in a visual way

• It force students to “pay attention” to the word and the meaning of the word

• It correlates with improved learning and retention in at least one dyslexic student

• There is evidence in the literature that it is a significant help for children in learning new words (Scruggs Mastropierie 1991) and for university students to learn foreign language vocab (Frizt & Morris 2007)


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The loci mnemonic


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How would you help a dyslexic student memorise the following information taken from a text book chapter summary?

• What are the two major decisions made by financial mangers?

• Financial management can be broken down into the investment, or capital budgeting decisions and the financing decision. The firm has to decide how much to invest and which real assets to invest in and how to raise the necessary cash.

• Where does the financing for corporations comes from?

• The ultimate source of financing is individuals’ savings. The savings may flow through financial markets and intermediaries. The intermediaries include mutual funds, pensions funds and financial institutions such as banks and insurances companies.

• Why do non financial corporations need financial markets and institutions?

• Corporations need access to financing in order to innovate and grow. A modern financial systems offers different types of financing depending on a corporation’s age and the nature of its business. A high-tech start-up will seek venture capital financing, for examples. A mature firm will rely more on bond markets.


515559

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The loci mnemonicWhat is it?

A method for strengthening encoding & retrieval of large amounts of new information in sequence

Why did I choose it • Frequently recommend in the study skills

literature• Student needed help remembering large

amounts of new information in sequence • Tutor’s personal experience of using the

mnemonic: I felt confident demonstrating it


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The loci mnemonicHow do you use it?

1. If not in already in a list format break down the target information and enumerate

it.

2. Decide on sequence of locations on journey, or rooms in house or building.

Review this journey in their mind several times.

3. Associate target items in the list with locations. Do this using imaginatively using

humour, absurdity, sensuality and exaggeration. It may be necessary to convert

abstract items into more easily imaginable concrete items.

4. Practice retrieval

Sebastian Boo June 2010


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The loci mnemonic

• Example. To memorise a shopping list

• Fruit in the bedroom

• Vegetables in the living room

• Meat and fish in the bathroom

• Household items in the loo

• Bread, milk & cereals by the front door

• Miscellaneous items in the kitchen


Did the loci mnemonic help the student?


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Methodology for loci mnemonic

Pre intervention scoreO has memorise information presented in 5

paragraphs * from text book chapter summaries in 20 minutes





IV. 1 week after learning*

*NB total of 27 individual points of information in the 5 paragraphsSebastian Boo June 2010 London Metropolitan University

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Methodology for loci mnemonic

Post intervention scoreO has memorise information presented in 5 paragraphs* in

20 minutes this time using loci mnemonicO tested for recall at four intervals



III.24 hours after learning

IV.1 week after learning*

*NB 5 paragraphs are matched to pre intervention paragraphs


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Results for the loci mnemonic


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Loci mnemonic results

Immediate test

20 min post learning

24 hour post learning

1 week post learning

total correct

Averages

T-test value d/f probability

Number of points recalled out of possible 27 Pre intervention 9 9 5 2 25 6.25

Post intervention 20 18 18 12 68 17

Difference 11 9 13 10 43 10.75

percentage increase 122% 100% 260 % 500% 172% 172% 6.2 2 p<0.025


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Loci mnemonic resultsA chart showing difference in O’s ability to recall information from a text book

chapter summary before and after use of the loci mnemonic

9 9

5

2

2018 18

12

0

5

10

15

20

25

immediatetest

20 min 24 hrs test 1 week test

preintervention

postintervention

No of correctly points (out of possible 27)


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Analysis of loci mnemonic results

• Increase in 9/27 to 20/27 points recalled

with loci mnemonic: 122 % increase

• 40% decline in score over week with loci

mnemonic compared to 77% decline with

out

• Results statistically significant p<0.025


Discussion of loci mnemonic

• What do we think?Increase in O’s performance could attributable to various

factorsIntrinsic use of mnemonica) Enhanced encoding due to use of visual spatialb) Enhanced retrievalc) Enhanced both encoding + retrievalExtrinsic use of mnemonica) Increased motivation, self belief & expectation of successOther factorsDesire to help tutor. Other possible confounding factors.

Random chance


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Disadvantages of the loci mnemonic

• It requires student to have already memorised a sequence of locations.

• Using the same sequence of locations for different information may lead to interference and confusion.

• Abstract target information needs to be converted into more concrete images. This can lead to confusion during retrieval.

• Student who find it hard to visualise will find it difficult to use.

• Some students may get carried away and use superfluous details that which makes retrieval of target information more difficult.


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Advantages of the loci mnemonic

• It allows students to encode verbal information in a visual way

• It force students to “pay attention” to the information the want to memorise

• If forces student to seek association with the target information and impose organisation on target information

• It is a technique commonly used by “memory champions”

• It correlates with improved learning and retention and confidence in several of my dyslexic students.


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Interpretation of keyword & loci mnemonic results 1

Increase in O’s performance could attributable to various factors

Intrinsic use of mnemonica) Enhanced encoding due to use of visual spatialb) Enhanced retrievalc) Enhanced both encoding + retrievalExtrinsic use of mnemonica) Increased motivation, self belief & expectation of

successOther factorsDesire to help tutor. Other possible confounding factors.

Random chance


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Interpretation of keyword & loci mnemonic results

Likeliest interpretation

Both intrinsic and extrinsic use of mnemonics increased O’s performance

Intrinsic• Mnemonic = strategy enabling visual & kinesthetic (& multisensory)

learning

• Allows O to capitalise on stronger visual spatial processing ability

• Without the mnemonic O solely reliant on weaker phonological processing.

Extrinsic• Realisation of improved performance enhances O’s motivation

and expectation of success which served to further improve performance generating a virtuous cycle


Mnemonic are not the be all and end all of memory training.


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Memory Skills for Study Success. S Boo © 2010

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Excellent Encoding

1. Be “in the learning zone”2. Understand the learning material. 3. Slice up & organise the learning

material.4. Repeat, review & revise.5. Be excited to learn & make the material

exciting to learn. 6. Associate and use memory techniques

(mnemonics).

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Summary


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Summary: dyslexia and memory training.

I) My research question was “What interventions can improve

O’s memory skills?”

II) Two interventions used: 1) the keyword mnemonic

2) the loci mnemonic

III) O’s use of keyword mnemonic correlates with significant

increase in recall of difficult word definitions over 1 week

IV) O’s use of Loci mnemonic correlates with significant

increase in O’s recall of information from text book chapter

summaries

V) Combined average increases in memory scores of 186%

VI) Confounding factors: mnemonics may not be responsible but

increased motivation & self belief Sebastian Boo June 2010 London Metropolitan

University

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Summary

• My interpretation of the results

The mnemonics gave O a strategy to shift the cognitive workload of memorising away from his weaker phonological processing to his stronger visual spatial processing ability which resulted in improved encoding and subsequent retrieval of information. Realisation of his improved performance enhanced O’s motivation and expectation of success which served to further improve performance generating a virtuous cycle

• Positive change in O’s self concept as learner (Burden 2005) Before intervention O rated his memory skills 1/10 whilst after 7.5-8/10


Conclusion

• I believe dyslexic students can make significant improvements in their ability to use their memory which enhances their academic performance and self concept as effective learners

• Specialist dyslexia tutors need to be skilled at working with students to help them improve their memory skills.


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Thank You


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References


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ReferencesAlloway, T.P., Rajendran, G. & Archibald, L.M.D., 2009. Working

Memory in Children With Developmental Disorders. Journal of Learning Disabilities, 42(4), 372-382.

Baddeley, A. (1997) Human Memory. Hove: Psychology PressBreadley, R. Myers, S. Marcus, A. ( 2007) Fundamentals of Corporate

Finance 6th Edition. New York. McGraw-HillBristow, J., Cowley, P. & Daines, B. (1999) Memory and Learning.

London: David Fulton PublishersBarker, R., Barashi, S., Neal, M.J. ( 1999) Neuroscience at a Glance.

London. Blackwell Science Buzan, T. (1997) Use Your Memory. London: BBC BooksBuzan, T. (1998) Master Your Memory. London: BBC BooksDu Pre, L., Gilroy, D., Miles, T. (2008) Dyslexia at college 3rd Edition.

London: RoutledgeEsgate, Al, Groome, D (2005) An Introduction to Cognitive Psychology.

Hove Psychology PressFritz, C., Morris, P et al (2007) Comparing and combining retrieval

practise and the key world mnemonic for foreign vocabulary learning. Journal of Applied Cognitive Psychology Vol 21: 499-526

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ReferencesGrant, D. (2003) the Dyslexias and Diagnostic Issues in HE. NADO Briefing

Document : No 2bNational association of disability practitioners Northampton .[online] available at http://nadp-uk.org/resources/publications.php accessed [accessed 15th November 2009.]

Gillette, Y. & Depompei, R., 2008. Do PDAs enhance the organization and memory skills of students with cognitive disabilities? Psychology in the Schools, 45(7), 665-677.

Greenfiled, S. (2001) The Human Brain. London Phoenix

Hayward, P.A., 2000. The Dyslexic Student and the Public Speaking Notecard. Conference paper. Available at:http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED465977 [accessed 1st December , 2009].

Higbee, K. L. (1997) Your Memory. New York: Marlowe & Company

LeDoux, J. (2003) The Emotional Brain. London. Phoneix

Lorayne, H. (1991) Super Memory Super Student. Boston. Little Brown & Company.

Mastropieri, M.A. & Scruggs, T.E. (1991) Teaching Students Ways to Remember. Strategies for Learning Mnemonically. Cambridge, MA: Brookline Books


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ReferencesMillner, G. (1956) The Magical Number Seven, Plus or Minus Two: Some Limits

on Our Capacity for Processing Information. The Psychological Review, Vol. 63, No. 2.

Mortimore, T. (2003) Dyslexia and Learning Style. London: Whurr

Nicolson, R. Fawcett, A. And Baddeley, A. (1992) Working memory and Dyslexia. London: Whurr

Snowling, M.J. (2000) Dyslexia. 2nd Edn. Oxford. Blackwell.

Smith-Spark, J.H. & Fisk, J.E., 2007. Working memory functioning in developmental dyslexia. Memory, 15(1), 34-56.

Steinbrink, C. & Klatte, M., 2008. Phonological Working Memory in German Children with Poor Reading and Spelling Abilities. Dyslexia, 14(4), 271-290.

Sparks, R.L. & Ganschow, L., 1993. The Effects of Multisensory Structured Language Instruction on Native Language and Foreign Language Aptitude Skills of At-Risk High School Foreign Language Learners: A Replication and Follow-Up Study. Annals of Dyslexia, 43, 194-216.

Student Finance England 2009 Bridging the Gap; A Guide to the Disabled Students’ Allowances DSAs) in Higher Education p 11.


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ReferencesWagner, A.D. Remembering and the Brain (2009). Videocast of lecture at by

Professor of Psychology and Neuroscience at Department of Psychology and Neuroscience and Director of memory laboratory at Stanford University USA [online] Available online at [accessed Dec 4th 2009]

Woolfe, J Memory what do you remember .( 2004) Podcast of lecture 7 on Introduction to Psychology course by Woolfe, J. Professor of Psychology at Massachusetts Institute of Technology, USA Available at http://ocw.mit.edu/OcwWeb/Brain-and-Cognitive-Sciences/9-00Fall-2004/ .[accessed 2 December April 2009]

Zdziensi, D. ( 2001) A learning styles and memory strategies questionnaire for the identification of spLd in higher and further education in Hunter-Carsch. M.,Herrington, M. eds. Dyslexia & effective learning. London Whurr pp155-170

Skill, National Bureau for Students with Disabilities (2009) FAQ. Adjustments for Disabled students p1. [ online document] available at http://www.skill.org.uk/page.aspx?c=11&p=120#support [accessed 4th December 2009]


81Sebastian Boo June 2010 London Metropolitan University

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Try to memorise the definitions of following ten words. Use the keyword mnemonic provided (or make up your own) to help you remember the definition. You have 15 minutes

WordDefinition Key word mnemonic

Ab scon d To leave suddenly and hide somewhere usually after stealing something

“Whilst you were doing your abs, the scones absconded”. You are looking forwards to eating some hot freshly baked scones. You place the scones on your kitchen table. Before treating yourself you lie on the floor and do sit ups to build up your abs (abdominals). Whilst you are doing your abs, the scones run away suddenly and secretively and they also stole the strawberry jam and clotted cream. The scones have absconded with the cream and jam whilst you were doing you abs.

Dis par age To critize someone or something in a way that shows you do not value or them

When you dis Mr Farage, leader of UKIP, you disparage him

Eu lo gy A speech honouring a dead person usually given at a funeral

A eulogy for Eu who was LOvely GuY . You are standing by a coffin reading out a speech about your friend Eugene who has died. His nick name was “Eu”. In your eulogy you say “ Eu was a lovely guy”, which you have written In your notes as Eu. lo gy.

Hyper bole An exaggerated statement

“exaggerated claims about hyper bowls”A shop is selling extra special “hyper bowls”. They are stacked high to the ceiling. The shops claims that these bowls are the best bowls ever made in the history of the world and will never ever break. You pick up a bowl and throw it to the ground. It smashes in loads of tiny pieces. The shop’s claim is a huge exaggeration of how good the bowls are. This is an obvious example of hyperbole.

Mis an thrope A person who does not like people/ human beings

“Miss Ant throw ropes”Miss Ant is a young women who hates people so much that she throws ropes to people so that they can use the ropes to hang themselves !She throws a rope at you too. It hurts you. You shout back to her saying “stop throwing ropes at people and stop being being such a misanthrope, Miss ant”.


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O pa que Something that does not allow light to travel through it

“ O pa… cake”You are a baby boy growing up in America in the 1920s. You call your dad, pa (short for papa). You are crying because you want some dark chocolate cake. You have not learnt to speak properly yet so you cry out “ O pa….cake”. Pa gives you some of the opaque cake. The chocolate cake is so dark that no light can travel through the opaque cake.

Pen u ry Not having any money. Poverty. “A poor man with only a pen and urine is in a state of penury”. You are in hot poor country. You pass by a very poor man. He is naked and begging. All he has is one pen and a pot of his own urine that he is trying to sell. He is in complete penury.

So por ific Causing you to feel sleepy “so poor and thick answers are soporific answers; they make me want to sleep”You are interviewing people for a job. You have been interviewing people all day long. The person you are currently interviewing is giving you “so poor and thick” answers to the interview questions that it makes really feel really tired and you just want to fall asleep. This person’s answers are so poor and thick, listening to them makes me want to sleep: they are soporific.

Ti rade A long angry speech “You receive a tirade because your tie rack has been raided”. For your job you need to wear a tie every day. If you do not, your boss will be very angry with you. One day whilst getting dressed for work, you discover that in the night some one has raided your wardrobe and all your ties have been taken. You have suffered a “tie raid”.When you go into work you endure a tirade (a long angry speech) from your boss for not having wearing a tie. You say to your boss, “I do not deserve your tirade, all my ties were raided last night”

Tren chant Very sharp, strong, severe. Usually used to describe a pieces of writing or a criticism as being very sharp, severe and strong

“In the trenches chanting trenchant criticism” you are a soldier in the first world war. You are fighting in the trenches. To keep up your spirits you and your fellow soldiers chant trenchant (strong sharp severe) criticism of the enemy.


Dyslexia & Memory Training A case study of student O ADSHE Networking Day June 17 th 2010 Sebastian...

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