Introduction | Overview | Troubleshooting | Prizes | WMR | LTR | Interactive Course
Long Term Recall
Built into the program format are continual checks to assure that a student is proceeding with mastery. The words in the third segment of a lesson are randomized on the computer so that the teacher will know, when the student does See Say, whether they have truly mastered the words in a lesson. The third segment of every lesson is a review of that lesson, and the third lesson in every level is a complete review or mastery lesson.
These first three checks of student mastery are relatively early examinations of the student’s knowledge. The intent of these early inspections is to give clear indications, as soon as possible, if a student is having problems.
A second level of mastery checks are those that inspect long term memory. Many students who have learning disabilities have trouble with the transfer of information to long term memory. The LDHope learning system provides a remediation of sensory processing that enhances this transfer.
The exercise referred to as “Long Term Recall,” “LTR,” is a systematic method of regularly checking the ongoing process of transfer to long term memory. The student, with no rehearsal, is checked on the lessons he completed 8 mastery cycles prior to the current cycle. (For example a student beginning lesson 25 will do LTR on lesson 1.) The importance of LTR cannot be overestimated. If a student is strong on LTR, the teacher and student can proceed with the confidence that the student is building a permanent foundation.
After the student has been working on her correct lessons for three weeks, LTR should be started. LTR is done on the lessons completed three weeks ago. Take out the student’s printout and see which lessons were covered three weeks ago. For some students this may be as many as five lessons and for others it could be as few as two or three lessons. Whichever material was covered three weeks ago is to be reviewed the current week using the LTR method.
LTR is done on segment one and two of lessons that introduce new words. The Mastery Lesson, which is every third lesson, need not be measured with LTR. The words in this lesson were taken from the two previous lessons, which will be checked. Some instructors, however, in the interest of consistency or wanting to see a student’s ability with contrasting patterns, do LTR checks of the mastery lessons also. There is no practice or coaching the lesson to be checked. For a word to be considered correct on LTR the student must say the word without sounding out, hesitation, stumbling, or repeating. Do not let slight errors slide on LTR. Mastery means that the student has mastered and moved to long term memory the particular sight-sound combination of a word. If the student is allowed to proceed without having mastered the lessons he will experience difficulty later. A student may have only two attempts at any one segment of a lesson.
Giving Long Term Recall:
The teacher, using a stop watch, times the student as he reads one segment of a lesson. Passing speed is seven seconds.
If the student passes LTR, the student receives five points for each correct word, or 40 points. For every second that the student is under the required time, the student receives three bonus points (or whatever bonus the instructor chooses.) For example, if Level 1, Lesson 8 is timed at 4.73 sec., that equals 49 points. (Fractions of a second can be dropped or rounded off. Once you have established your policy, be consistent.)
If a student does not pass LTR, then the student receives eight effort points, one point for each word. The student may try again the next day.
When the student passes LTR, the lesson is checked off the LTR Tracking Form (which follows the Long Term Recall explanation.)
Remediation of Long Term Recall
Remediation of LTR can take two forms depending on the type of error the student makes. A “Type A” error indicates that the student does not have in long term memory the sight-sound combination for a particular word. A “Type B” error indicates that , while the student can recall the word in an unlimited time frame, she cannot recall the word instantly.
To determine if an error is a Type A or Type Be error do the following. Go back to the words in the student missed. Without any time constraints, ask the student tot say the word. If the student does not know the word, hesitates, stumbles, or has to sound out the word, that means the student does not have that word implanted firmly in long term memory. This is a “Type A” error. Remediation will include Sense IT.
Type A Errors

  1. Contact your advisor to have your student redo Sense IT for that segment or the full lesson.
  2. The student may need additional integration exercises to aid raped recall. If so, proceed with the Type B errors below.
  3. The LTR retake must be at least one day after the original LTR, preferably longer.

Type B Errors

  1. The teacher can direct the student to any integration exercise that works memory recall. The exercises especially good for this purpose are, Duplicate IT and Repeat IT.
  2. The LTR retake must be at least one day after the original LTR, preferably longer.