Banter Speech & Language

Sydney speech pathologists helping adults and children speak for themselves.

Study Skills

Exam and Essay Verbs you need to know and use in High School: library now available

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Our library of language exercises to help high school students understand and use key academic verbs to answer test, exam and essay questions correctly is now available.

Verbs covered: evaluate, describe, discuss, explain, identify, assess, outline and analyse. 

Go to Exam and Essay Verbs you need to know and use in High School library

For each verb, we have prepared a fully scripted slide-pack composed of 10 activities, all focused on the target word. Consistent with the research, in these exercises, we:

  • read a short passage so students can see and hear the word in action;
  • define the word so students know what it means;
  • look closely at the word and its variants, as well as the word origin so students understand the word better;
  • listen to recorded sentences containing the word in everyday situations so students can hear how it is used;
  • teach practical strategies to answer questions containing the word with real world examples;
  • help the students answer questions using the relevant verb based on their general knowledge of the world; and
  • look and talk about some real examples of how the the word has been used in different subjects in recent senior exam questions.

Watch our video to learn more:

The slides can be used one-to-one with a student, with small groups, or in whole class teaching.

They are suitable for children aged 12-18, and older children with language, reading or other learning disorders. They are also suitable for high school children who are learning English as an additional language.

Go to Exam and Essay Verbs you need to know and use in High School library

Hi there, I’m David Kinnane.

Principal Speech Pathologist, Banter Speech & Language

Our talented team of certified practising speech pathologists provide unhurried, personalised and evidence-based speech pathology care to children and adults in the Inner West of Sydney and beyond, both in our clinic and via telehealth.

Worried about the HSC? 8 practical (and free) things you can do this week to get ready

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For young adults doing the HSC, 2020 might seem daunting. So much information to absorb, with so little time!

And spare a thought for students with language disorders, reading problems and other learning difficulties. Many overwhelmed students don’t know where to start.

Fear not!

To help our clients and readers, we’ve been talking to recent HSC graduates and their parents about useful tips to cope and thrive. Here are our top 8 to date: all free and easy to implement in a couple of hours!

1. Make up a single “HSC Master Folder”: Get a lever arch file and label it: “HSC Master Folder”. Put coloured tabs in it – one for each subject you are studying.

2. Assign a coloured tab to each subject: For example, you might assign blue to Advanced English and orange to Mathematics. Use the colours to sort out all your notes/materials. For instance, keep all your English notes in blue folders, and your Maths notes in orange folders.

3. To understand HSC assignment and exam questions so you can answer them properly, learn (and review) the key exam words that appear frequently in HSC exams across multiple subjects.

Need a list of words to learn? Here you go:

WordMeaning
AccountAccount for: state reasons for, report on.
Give an account of: narrate a series of events or transactions
AnalyseIdentify components and the relationship between them; draw out and relate implications
ApplyUse, utilise, employ in a particular situation
AppreciateMake a judgement about the value of
AssessMake a judgement of value, quality, outcomes, results or size
CalculateAscertain/determine from given facts, figures or information
ClarifyMake clear or plain
ClassifyArrange or include in classes/categories
CompareShow how things are similar or different
ConstructMake; build; put together items or arguments
ContrastShow how things are different or opposite
Critically (analyse/evaluate)Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)
DeduceDraw conclusions
DefineState meaning and identify essential qualities
DemonstrateShow by example
DescribeProvide characteristics and features
DiscussIdentify issues and provide points for and/or against
DistinguishRecognise or note/indicate as being distinct or different from; to note differences between
EvaluateMake a judgement based on criteria; determine the value of
ExamineInquire into
ExplainRelate cause and effect; make the relationships between things evident; provide why and/or how
ExtractChoose relevant and/or appropriate details
ExtrapolateInfer from what is known
IdentifyRecognise and name
InterpretDraw meaning from
InvestigatePlan, inquire into and draw conclusions about
JustifySupport an argument or conclusion
OutlineSketch in general terms; indicate the main features of
PredictSuggest what may happen based on available information
ProposePut forward (for example a point of view, idea, argument, suggestion) for consideration or action
RecallPresent remembered ideas, facts or experiences
RecommendProvide reasons in favour
RecountRetell a series of events
SummariseExpress, concisely, the relevant details
SynthesisePutting together various elements to make a whole

Source: NSW Education Standards Authority, A Glossary of Key Words

Most of these words are verbs and so-called “Tier-2” academic words – words that crop up across different subjects. Knowing these words is a huge help when reading school texts and answering essay and exam questions for most subjects.

4. Spend an hour (or two) learning about effective study techniques so you don’t waste time learning inefficiently:

(a) Read our article about free effective study techniques.

(b) Watch this short (8 minutes) YouTube video for 6 research-backed ways to study better.

(c)  Go to the terrific Learning Scientists website for more details on each of these 6 strategies (including free downloads).

(d) Read HSC study guides, such as the ones available from The Sydney Morning Herald and the NSW Education Standard Authority (NESA).

5. Download a copy of the syllabus for each subject you are studying. For students in New South Wales, you can download each syllabus from NESA here.

6. For each syllabus you’ve downloaded, print the content and objectives/outcomes sections and put them in your HSC Master Folder. These tell you what you are expected to know for assignments and the exam.

7. Download and print the most recent available past exam papers for each subject you are studying, then put them behind the syllabus in your HSC Master Folder. (As we note here, doing practice exam papers is one of the best, evidence-based ways to improve your learning (and exam results)). It’s also a great way for you to practice remembering things under time constraints. You can access past NSW HSC exam papers from NESA here.

8. Most importantly, stay healthy – exercise, sleep and eat well, and keep things in perspective.

We hope you find these tips useful. As 2020 rolls on, we plan to add more tips.

Good luck!

Related resources:

Related articles:

Image: https://tinyurl.com/qat2qrz

Banter Speech & Language Banter Speech & Language
Banter Speech & Language is an independent firm of speech pathologists for adults and children. We help clients in our local area, including Concord, Concord West, North Strathfield, Rhodes, Strathfield and all other suburbs of Sydney’s Inner West.

Banter Speech & Language is owned and managed by David Kinnane, a Hanen- and LSVT LOUD-certified speech-language pathologist with post-graduate training in the PreLit early literacy preparation program by MultiLit, the Spalding Method for literacy, the Lidcombe and Camperdown Programs for stuttering, and Voicecraft for voice disorders. David is also a Certified PESL Instructor for accent modification.

David holds a Master of Speech Language Pathology from the University of Sydney, where he was a Dean’s Scholar. David is a Practising Member of Speech Pathology Australia and a Certified Practising Speech Pathologist (CPSP). David is a part-time Associate Lecturer at the University of Technology Sydney’s Graduate School of Health. David sits on Speech Pathology Australia’s Ethics Board and Professional Standards Advisory Committee, and is a Board Member of SPELD NSW.

Want better school results? Avoid the hype and use free, evidence-based learning strategies

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Several commercial working memory and “brain training” products and services claim to increase cognitive function and academic achievement. Unfortunately, it’s not that easy. 

Several independent, peer-reviewed studies and meta-studies (studies of studies) have concluded that working memory:

  • training (as currently implemented) sometimes improves performance on the specific tasks that are trained (e.g. remembering strings of numbers); BUT
  • gains on specific tasks do not “transfer” or “generalise” to general cognitive improvements (e.g. on attention or intelligence) or academic achievement (e.g. language ability or mathematics) (e.g. Aksayli et al., 2019; McCabe et al, 2016, Dougherty, Hamovits, & Tidwell, 2016; Gillam, Holbrook, Mecham, & Weller, 2018; Melby-Lervåg et al., 2016; Sala & Gobet, 2017a, b; Soveri, Antfolk, Karlsson, Salo, & Laine, 2017). 

So if working memory and brain training doesn’t work to improve academic success, what can?

Here are three low-cost or free strategies supported by years of peer-reviewed research:

1. Elaboration

Learning the material you are studying deeply by making connections to things you already know is better than skimming, cramming or highlighting it. For example:

  • if you can relate new information to your own life, you will have a greater chance of remembering the content than if you simply re-read it. This is called the “self-reference effect” (e.g. Klein & Kihlstrom, 1986);
  • if you ask yourself questions as you are learning – especially “why” questions – you will find it easier to remember what you are learning about. This is called “elaborative interrogation” (e.g. B.L. Smith et al., 2010);
  • if you describe to yourself why a particular strategy choice was made during problem-solving, you are more likely to understand it. This is called “self-explanation” (e.g. Wong et al., 2002). For example, training in self-explanation has been shown to lead to more connected and coherent knowledge as people develop expertise (e.g. Richey & Nokes-Malach, 2015);
  • if you use mental images to rehearse language-based information, you will remember the material better (e.g. Paivio et al., 1968). (For an example of how to do this, check out our free video demonstrating a simple memory peg system here.); and
  • if you use mnemonics (verbal and/or visual) to organise or “chunk” new material (e.g. words in a foreign language), you will remember it better (e.g. Bellezza, 1996), especially in the short-term (e.g. Dunlosky et al., 2013). Examples include acrostics, acronyms, keyword mnemonics, peg words, the method of loci, and the use of songs, rhymes and stories.

2. Testing (retrieval-based learning)

Practising retrieving information from your long-term memory is a powerful way to learn, and much better than simply re-reading a text (e.g. Karpicke, 2012). One of the best ways of doing this is by making yourself do practice tests under test conditions. So, too, is making your own learning materials (compared to simply using teacher-created ones). This is based on a memory strategy called “generation” – where your memory is better when you create or do something yourself, rather than relying on someone else’s work.

3. Spacing (also called distributed practice)

Taking breaks between periods of study spread out over time is much more effective than cramming – even if the total study time is the same (e.g. Cepada et al., 2006). Deep down, most of us know this!

The ideal mix: 

As a matter of logic, using a combination of the strategies above – elaboration and self-testing – implemented over a schedule to spread out learning sessions over time, with breaks between, should be effective. They certainly helped me when I was working and studying full time!

Why don’t more people use these strategies?

Two main reasons:

(a) Students aren’t taught about them. Studies show that students often have very little idea about how to study effectively using evidence-based strategies (e.g. Kornell & Bjork, 2007; McCabe, 2011).

(b) They are hard work! It’s human nature to seek out quick fixes, “hacks”, and programs marketed as fun. The reality is that, for most of us, learning important things about the world can be a hard slog, which makes people vulnerable to marketing claims promising short cuts.

Ultimately, it takes knowledge about what works, combined with motivation and discipline to implement an evidence-based self-study program.

Clinical bottom line

If you want to get better at learning language, maths, and other academic skills and knowledge, work hard to learn them, rather than working on skills tasks indirectly related to the material. Unlike many commercial working memory and brain training programs, elaboration, testing and spacing strategies are low-cost (or free), supported by peer-reviewed evidence, and work!

Related articles:

Principal sources: 

McCabe, J.A. Redick, & Engle, R.W. (2016). Brain-Training Pessimism, but Applied-Memory Optimism. Psychological Science in the Public Interest, 17(3), 187-191.

Askayli, N.D., Sala, G., Gobet, F. (2019). The Cognitive and Academic Benefits of CogMed: a Meta-Analysis. Available from Science Direct here.

Image: https://tinyurl.com/y4yv6qbq

Banter Speech & Language Banter Speech & Language
Banter Speech & Language is an independent firm of speech pathologists for adults and children. We help clients in our local area, including Concord, Concord West, North Strathfield, Rhodes, and Strathfield, and all other suburbs of Sydney.

Banter Speech & Language is owned and managed by David Kinnane, a Hanen- and LSVT LOUD-certified speech-language pathologist with post-graduate training in the PreLit early literacy preparation program by MultiLit, the Spalding Method for literacy, the Lidcombe and Camperdown Programs for stuttering, and Voicecraft for voice disorders. David is also a Certified PESL Instructor for accent modification.

David holds a Master of Speech Language Pathology from the University of Sydney, where he was a Dean’s Scholar. David is a Practising Member of Speech Pathology Australia and a Certified Practising Speech Pathologist (CPSP). David is a part-time Associate Lecturer at the University of Technology Sydney’s Graduate School of Health. David sits on Speech Pathology Australia’s Ethics Board and Professional Standards Advisory Committee.

Starting high school? 6 practical, evidence-based principles to help students succeed at STEM subjects

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My undergraduate degree is in science, so I’m keen on:

  • supporting clients to study and succeed in STEM subjects – Science, Technology, Engineering, Mathematics; and
  • using the latest cognitive science research to help clients achieve their school and life goals.

Starting high school is an exciting time – new school, new teachers, new friends, new subjects. I remember being overwhelmed, with 11 different subjects in my timetable, including English, Maths, History, Geography, and Science.

So much to learn!

STEM courses contain lots of specialised vocabulary and new concepts. Many students – including students with language, reading and other learning disorders – struggle with STEM subjects because of their limited vocabulary, conceptual, and categorisation skills.

 

So how can we help these students?

Here are six key cognitive science principles supported by research evidence:

 

Principle 1. Identify student misconceptions and prior knowledge

Students bring a range of misconceptions into the classroom. These can include:

  • factual errors (e.g. “the Sun revolves around the Earth”);
  • misunderstood vocabulary (e.g. “perimeter means the size of a shape”);
  • simplistic models (e.g. “animals are things with legs”); and
  • lack of understanding of scales (e.g. “the stars and the moon are the same distance from the Earth”).

These misconceptions need to be identified and corrected to help students to learn. Ideally, these misconceptions will be addressed before the introduction to a new topic. In reality, this can happen at any stage.

 

How?

(a) Identify what students already know, and what they think they know about the topic. You can do this with a general discussion, or a pre-quiz. For example: in a biology unit on “life”, you could ask the question “what does it mean for something to be alive?”.

(b) List misunderstandings. For example, a student may think that movement is a key feature of life. This may mean the student thinks that non-moving things (such as trees and flowers) are not alive.

(c) Correct these misunderstandings. Adult-driven explanations are not enough to do this (Schunn et al., 2018). Students need to overcome their own misconceptions. Adults can support students by:

  • comparing student predictions with actual results. (e.g. If a flower isn’t alive, what might happen when we cut it from the root? If it is alive, what might happen?)
  • structuring case comparisons. (Comparing properties of different examples from a category for similarities and differences.) (See Principle 2.)
  • using visualisation. (Teaching students how to interpret images, tables, and graphs themselves, rather than relying on an adult.) (See Principle 3.)

 

Principle 2. Make Comparisons

This is simply the process of contrasting cases to identify similarities and differences. It:

  •  improves understanding of course content and test results (Alfieri et al., 2013);
  •  prepares students with basic conceptual understanding and can help address misconceptions; and
  • is an especially important skill for students who have difficulties with semantic (meaning) knowledge and categorisation.

There are several templates available freely online which help students:

  • learn about similarities and differences; and
  • learn to compare and contrast concepts.

 

Free resources:

We like the (free) “Semantic Feature Analysis Grid” from Reading Rockets. This can be customised for any level of vocabulary or concept.

For younger students, our free resource is useful for discussing attributes of objects.

 

Example:

Begin listing various features (e.g. appearance, location, what it does) of different objects. For example, “tree”, “ant” and “dog”. These all fall within the category of “life”, while only “dog” and “ant” are animals. By examining similarities, students can begin understanding which features are necessary for “life”, including the fact they all:

  • are composed of cells;
  • reproduce;
  • are found on Earth; and
  • are not man-made.

Some features only apply to dogs and ants, not trees. For example, only dogs and ants:

  • have legs;
  • eat food; and
  • are able to move around.

These differences help students understand subcategories of “things that are alive”, such as plants versus animals.

For students who have trouble generating features, using a range of ‘wh’ questions can help structure their thinking (e.g. “What is it made of? What does it do? Where do you find it? When would you use it? What does it look like? How does it feel/smell/taste?”).

 

Principle 3. Complete visualisation Exercises

Many students have difficulty interpreting illustrations, which are often critical to understand content. Visualisation exercises help students learn how to interpret different aspects of visuals. For example, you can look at a diagram discussing the use of:

  • colour;
  • scale;
  • arrows;
  • axis titles;
  • text boxes; and
  • other conventions of diagrams and graphs.

 

How?

(a) Start with images that have only one feature requiring interpretation (e.g. scale or colour).

(b) Discuss what that feature represents and how to interpret it, as well as common conventions. For example: “Look at the legend to see what each colour means when interpreting a graph.” or “The overlapping part of a Venn diagram illustrates the similarities. The non-overlapping parts represent the differences.”.

As students become more familiar with interpreting different features, begin introducing more complex illustrations. For example, create a Venn diagram of different things that are alive, and what they have in common (see Principle 2 for how to help generate these).

Principle 4. Interleaved practice

Blocked practice – where you study one subtopic or type of problem for a single long block of time – can lead to confusion between similar content. For example, between:

  • different science concepts (e.g. gravity versus mass versus weight);
  • different math techniques (e.g. calculating perimeter versus area versus mass); and/or
  • different vocabulary (e.g. illusion versus allusion, compare versus contrast).

As we’ve discussed previously, “interleaved”  practice – where you mix up subtopics and different problem types – encourages comparison and contrast of content. (See Principle 2). It requires the student to understand when and how to apply the content (Rohrer, 2012).

 

How to do it

  • When teaching a new concept, e.g. in mathematics:
    • first, give several problems with the same formula. (This helps the student learn to apply the formula);
    • then, give a mix of math problems that need the student to decide which formula to use.
  • While studying/revising:
    • don’t spend your whole time on one type of problem. This encourages rote completion of the task rather than active engagement; and
    • instead, practice over several days and do a variety of questions each day. This helps the student learn to discriminate between problems. They also learn when to apply each concept.

 

Principle 5. Over-learning

When do you stop a study session? After one correct answer or three?

Research suggests that it all depends on how long you have left before the test!

“Overlearning” means studying more after the student has “mastered” the content (e.g. continuing to practice vocabulary after one correct response). “Overlearning” helps in the short-term, but the gains fade rapidly over time. So:

  • if there’s only one week until the test – overlearning appears to be beneficial. Cram away!
  • if the test is a longer time away – say more than three weeks – it may be more time efficient to move on to another concept. You can then revisit concepts after a break (see Principle 6).

 

Principle 6. Spaced Testing (spacing + testing combined) 

This is aimed at avoiding ‘forgetting’. It’s a combination of two evidence-based study tips:

  •  “Spacing”- revisiting concepts after a delay; and
  •  “Testing” – quizzing yourself on content, which is more beneficial than simply reviewing content.

In the main study cited below, the authors completed “Spaced Testing” by:

  • daily ‘warm-up’ questions; and
  • end-of-section quizzes, with questions from current and previous sections of the unit. (Notice how this also incorporates “Interleaving”- see Principle 5!).

 

Clinical Bottom Line

There’s a range of ways to support students with (and without) language disorders across STEM subjects. One way to help students is by applying cognitive science research principles. It’s likely that there is a cumulative impact to using these techniques together, rather than in isolation.

Related articles:

Key References:

Schunn, C. D., Newcombe, N. S., Alfieri, L., Cromley, J. G., Massey, C., & Merlino, J. F. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology, 32(2), 225-240.

Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48(2), 87-113.

Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24(3), 355-367.

Rohrer, D., Taylor, K., Pashler, H., Wixted, J. T., & Cepeda, N. J. (2005). The effect of overlearning on long‐term retention. Applied Cognitive Psychology, 19(3), 361-374.

Image: https://tinyurl.com/ybe4uofl

 

Banter Speech & Language Banter Speech & Language

Brittany Richardson holds a Master of Speech Language Pathology from the University of Sydney and a Bachelor of Neuroscience/Linguistics from the University of New South Wales. Brittany is a Practising Member of Speech Pathology Australia and a Certified Practising Speech Pathologist (CPSP).

Brittany is Hanen-certified and trained in the Lidcombe and Camperdown Programs for stuttering. Brittany’s experience includes working in a community health setting to assess and treat a range of speech, language and fluency disorders in children. Brittany is particularly interested in speech sound disorders and early language development. Brittany sees clients at Banter Speech & Language on Thursdays and Fridays.

Banter Speech & Language is an independent firm of speech pathologists for adults and children. We help clients in our local area, including Concord, Rhodes, Strathfield, as well as all other suburbs of Sydney.

Homework: 14 practical ways to help kids help themselves (without the wailing or gnashing of teeth)

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Many parents of primary school-aged kids – me included – are in two minds about homework. It can go either way:

  • At its best, homework helps kids learn, sparks curiosity, makes them feel independent, in control, and motivated, promotes self-study skills and encourages self-reliance.
  • At its worst, homework can lower motivation, decrease interest in school subjects and school, and lead to conflict between kids and their parents (e.g. Cooper et al., 2012).

Kids’ cognitive development between the ages of 5 and 10 years of age predicts adult academic achievement more than earlier development (Feinstein & Bynner, 2004). In this period of development, most parents still have significant influence over their offspring, meaning they can play an important role in supporting their kids with schoolwork while teaching them how to stand on their own two feet.

So how can parents help their kids help themselves?

Recent research by Dr Greta Doctoroff and Professor David Arnold suggests that parents should use strategies to support independence (autonomy) and engagement. The researchers found that, when parents use these strategies, kids achieve better results in reading tasks, than kids who are micro-managed by their parents or left completely to their own devices.

14 practical examples of things you can say to your child about their homework to support them but promote independence

  1. Make it clear they have to do their homework, but let them choose which task to do first. “Which one do you want to do next?”
  2. Give them a choice between two tasks. “You can write that story first or draw the picture.”
  3. Ask “open” questions that promote critical thought. “When is this due?” “What do you think is the best way to do this?” “What do you want your story to be about?”
  4. Don’t jump in and complete the task for them. If they demand help, ask: “How can I help?” rather than anticipating what they need.
  5. Praise them for having a go, and for doing it themselves. “Looks like you completed the worksheet by yourself. Well done! Fantastic work!”
  6. Smile while you work together! No shouting! No tears!
  7. Respond warmly to their questions and comments – turn homework into a conversation with you and your child thinking through problems aloud.
  8. Stay patient. Go at their pace, not yours. (This one is hard to do, but well worth it. If you jump in too early and help, your child will learn to wait you out!)
  9. High five/pat their arm/hug them to show support for their attempts.
  10. Guide them on how to tackle the questions, but don’t supply the answer. “What do the directions say about what you need to do?” “What do you think you could do next to figure it out?” “Think about what you want to draw and then describe your picture with words.”
  11. Define any academic words in the instructions they don’t understand, e.g. “A synonym is a word with the same meaning”, “Contrast means show how things are different or opposites”. You can read definitions of many of these academic words here and here.
  12. Define any other words the child doesn’t understand or remember. “Endangered means that the animal is at risk of dying out or becoming extinct.” If you are a bit sketchy on the meaning of a particular word, look it up together in a dictionary (online or book), or simply type “Definition: [word you are after]” into Google.
  13. Encourage them to read their work back out loud. “You could read your sentence out loud to check that it makes sense.”
  14. Praise correct answers: “That’s right! You got it!”

11 things NOT to say to your child (even if you can’t help but think them to yourself!)

  1. Directive commands: “Do this page next. Then this one.”
  2. Answers: “Write that she wanted a dog on this line.”
  3. Turning your child into a scribe: “I’ll make up a story, you write it down.”
  4. No explanation: “No, the answer is (b).”
  5. Giving up, pushing ahead: “That’s not right. Do the next one.”
  6. Exasperation: “[Loud sigh!]”
  7. Taking over: “No, not like that. Here, give me the pen.”
  8. “Use your brain! Think! Stop being careless.”
  9. Discouraging remarks: “I don’t think you can do this.”
  10. Vague remarks: “Kinda, but make it better!”
  11. Inaccurate remarks, e.g. “A fox is a kind of cat/wolf hybrid.” “Contrast means tell how they are the same.” (Again, a good dictionary can help here.)

Proceed with caution!

As the authors note, the study was preliminary and had loads of limitations. For example, it’s much easier to be positive and encouraging when kids are thriving and focused, not struggling, so the cause/effect relationship (if any) between the strategies and academic results is unclear. The study used simulated (rather than real) homework, and only on reading/language tasks (not, for example, maths). There were limited controls and the assessors weren’t blinded to the groups, meaning the study may have been biased. The sample size was small, with only 61 students. The research base on this important topic is – at best – pretty patchy. The researchers’ based their experiment on “self-determination theory”, which is a long way from being proven.

Clinical bottom line

As parents, the way we interact with our kids as they do their homework may affect our kids’ results at school. Kids who feel their homework efforts are supported by their parents while also encouraged to think for themselves and have a go may achieve better school results than kids who are told what to do or left to do it without support. But much more research is needed before we can say this for sure.

Related articles:

Principal source: Doctoroff, G. L., & Arnold, D.H. (2017). Doing homework together: The relation between parenting strategies, child engagement, and achievement. Journal of Applied Developmental Psychology, 48,  103-113.

Image: https://tinyurl.com/y77ekltl

 

Banter Speech & Language Banter Speech & Language
Banter Speech & Language is an independent firm of speech pathologists for adults and children. We help clients in our local area, including Concord, Concord West, North Strathfield, Rhodes, Strathfield and all other suburbs of Sydney’s Inner West.

Banter Speech & Language is owned and managed by David Kinnane, a Hanen- and LSVT LOUD-certified speech-language pathologist with post-graduate training in the PreLit early literacy preparation program by MultiLit, the Spalding Method for literacy, the Lidcombe and Camperdown Programs for stuttering, and Voicecraft for voice disorders. David is also a Certified PESL Instructor for accent modification.

David holds a Master of Speech Language Pathology from the University of Sydney, where he was a Dean’s Scholar. David is a Practising Member of Speech Pathology Australia and a Certified Practising Speech Pathologist (CPSP).

Back-to-school study skill: 3 steps to remember any 10 things in order

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Do you struggle to remember things in tests or in life?

Working smarter, not harder, is the key to doing well at school and in life. Having a toolbox of effective study skills saves hours of work and stress, especially for competitive high stakes events like the Higher School Certificate, University exams, or job interviews.

One tool I’ve used countless times during my education and career is a memory peg system. This simple system has helped me remember thousands of lists under pressure: everything from world capitals, Jane Austen quotes, the battles of the Peloponnesian War, the events leading up to the Bolshevik Revolution, the elements of the tort of negligence, Hong Kong conveyancing requirements (!), the muscles of the face and neck, and even the different kinds of dysarthria.

In this video, I demonstrate the nuts and bolts of how to use a memory peg system to remember any 10 things in order. We hope you find it useful!

 

Related articles:

 

Banter Speech & Language Banter Speech & Language
Banter Speech & Language is an independent firm of speech pathologists for adults and children. We help clients in our local area, including Concord, Concord West, North Strathfield, Rhodes, Strathfield and all other suburbs of Sydney’s Inner West.

Banter Speech & Language is owned and managed by David Kinnane, a Hanen- and LSVT LOUD-certified speech-language pathologist with post-graduate training in the PreLit early literacy preparation program by MultiLit, the Spalding Method for literacy, the Lidcombe and Camperdown Programs for stuttering, and Voicecraft for voice disorders. David is also a Certified PESL Instructor for accent modification.

David holds a Master of Speech Language Pathology from the University of Sydney, where he was a Dean’s Scholar. David is a Practising Member of Speech Pathology Australia and a Certified Practising Speech Pathologist (CPSP).