Game Your BrainTM
​Energize Reading & Spelling Practice

Repetition is a key to Learning and Memory.  "Rehearsing" information in multiple ways, over time, is an important step in the learning/memory process.

When I tutor, I use games often for extra repetition.  I also send them home.  Many of my students struggle with getting information into long-term memory. Using multisensory strategies--including engaging games--strengthens memory and retrieval.

I often recommend to parents that they add engaging games when they are tutoring with the Barton Reading & Spelling system or any OG approach. With a quick game, the student is still learning, but getting a little break from the routine of the lesson.  Games are also great rewards for the last 5 minutes of a lesson.
 
Wikipedia Commons Image
Move
FROM 
unengaged students that cannot remember...
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engaged students
that enjoy remembering! 
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The Seven Steps
of the Learning/Memory Cycle

Marilee Sprenger wrote How to Teach so Students Remember.
She is known as the "Brain Lady" for good reason. The following information is from her book. Any mistakes of interpretation are mine alone.
  1. REACH:  We know from research that we must engage students in learning, and we need to use the senses in order to get information into the brain.  Students are not passive vessels to be filled.
  2. REFLECT:  Students can listen without thought. It is our job to help them make connections to existing knowledge and really think about the lesson.
  3. RECODE:  The old saying is that "Practice makes Perfect."  When students work with information and make it their own, the memory connections are strengthened.
  4. REINFORCE:  Of course while the student is using and practicing the information, that is our opportunity to ensure they have thoroughly understood the material and will not be putting an incorrect understanding into long-term memory.
  5. REHEARSE:  Using multiple rehearsal strategies, the spacing effect, and a good night's sleep helps put information into long-term, permanent memory.  Learning games are a worthwhile rehearsal strategy.
  6. REVIEW:  When we alternately retrieve and return information to long-term memory it strengthens our memory.  This is also an opportunity for students to practice using their reading/spelling strategies without assistance.  We can purposely remind students the reading/spelling strategies they are learning are for use in the real world.
  7. RETRIEVE:  Accessing long-term memory can depend on a cue.  Teaching our students how to ask themselves questions such as "What rule..." or "What says..." is important to self-cueing.  
Students
Engaging,
Thinking,
​Rehearsing,
​Learning
Creative Commons Attributions for Photos
  Row 1: Left to Right
https://www.flickr.com/photos/oakleyoriginals/12464718064/  Boy with letter poster
https://www.flickr.com/photos/vblibrary/4399529995/  girl with door hanger
https://www.flickr.com/photos/arbron/279670579/  older girl smiling
https://www.flickr.com/photos/conormeagher/55953387/  boy waving
  Row 2: Left to Right
https://www.flickr.com/photos/62337512@N00/3603402869/ laughing girl
https://www.flickr.com/photos/29762021@N02/5555755907/ Boy laughing
https://www.flickr.com/photos/28083698@N07/11954228574/ spelling test
https://www.flickr.com/photos/xeubix/2545109356/  Young boy laughing