Learning Strategies That Utilize Modalities (cont.)
Talk out loud to explain new information, express your ideas, practice information you are
studying, or paraphrase another speaker.
Recite frequently while you study. Reciting involves speaking out loud in complete sentences
and in your own words.
Read out loud. (Reading out loud often increases a person’s comprehension or clarifies
confusing information that is read silently.)
Work with tutors, with a “study buddy,” or in a study group to have ample opportunity to ask
questions, articulate answers, and express your understanding of information orally.
For lectures, take your own notes, but back your notes up with a tape-recorded version of the
lecture. (Request approval first from the instructor.) Review only the parts of the lecture that
are unclear or confusing.
When you practice reciting your notes, flash cards, study tools or information from a
textbook, turn on a tape recorder. Tapes made in your own voice often become valuable
review tools.
Verbally explain information or processes to someone or to an imaginary person. Explaining
verbally provides immediate feedback of your level of understanding.
Make review tapes to review the most important information (rules, definitions, formulas,
lists of information, dates, or other factual information) prior to a test.
Create rhymes, jingles, or songs to help you remember specific facts.
Read confusing information using exaggerated expression. The natural rhythm and patters of
your voice often group information in such a way that it becomes easier to understand.
Use computerized technology (electronic spell checkers, calculators with a “voice,” speech
synthesizers on computers) to help with the learning process. Access CD-ROM programs and
multimedia software that provide auditory and visual stimuli for learning.
Handle objects, tools, or machinery that you are trying to learn. For example, handle the
rocks you study in geology, repeat applications several times on a computer, or hold and use
tools or parts of machinery that are discussed in class or in your textbook.
Create manipulatives (study tools that you can move around with your hands). These may
include flash cards or cards that can be shuffled, spread out, sorted, or stacked as a way to
categorize information.
Cut charts or diagrams apart; reassemble them in their correct order.
Use exaggerated movements and hand expressions, drama, dance, pantomime, or role playing
to assist the development of long-term memory. Muscles also hold memory, so involving
movement in the learning process creates muscle memory.
Type or use a word processor. Using a keyboard involves fine motor skills and muscle
memory; it may be easier to remember information that you typed or entered into a computer.
Talk and walk as you recite or practice information. Pacing or walking with study materials
in hands helps some people process information more naturally.
Work at a chalkboard, with a flip chart, or on large poster paper to create study tools. List,
draw, practice, or write information while you stand up and work on a larger surface.
Learn by doing. Use every opportunity possible to move as you study. For example, if you
are studying perimeters in math, tape off an area of a room and walk the perimeter.
