Memory Activation Strategies Applied By Learning Disabilities Teachers To Enhance Their Ability To Retain And Recall Information

Abstract

The current study aimed to identify memory enhancement strategies applied by teachers of students with learning difficulties to enhance their ability to retain and recall information in Jeddah city, using a sample of (80) male and female teachers of students with learning difficulties, employing a descriptive approach. The results indicated that the degree of application of memory enhancement strategies was at a high and a very high level, with organizational strategy ranking first, followed by memory trigger strategy, then visual imagination strategy, and finally, storytelling synthesis strategy, ranked last with no gender differences attributed. The researcher recommended the importance of empowering teachers of students with learning difficulties to apply memory enhancement strategies and other mental processes, providing them with sufficient knowledge and methods of utilization through training and developmental courses.