Fortescue Optometrists

Sequential Memory
The shape of each symbol in written language is meaningful, yet we also gain meaning from position in a sequence. Ie. The order of letters and numbers makes meaning: "from" is different to "form," "trial" is different to "trail," and "angel" is not "angle." Words are simply a sequence of letters therefore the ability to visualise the sequence of letters in a word is highly correlated with skills such as reading and spelling. Letter omissions, additions, or transpositions within words are common for children who struggle with sequencing.

In the English language, letters occur in certain positions in words more frequently than in other positions. By having letters in positions they are normally in, the letters help to identify each other just as words help to identify each other in sentences. Consider the nonsense words YTERHO & HORTEY, which are made of the same letters. HORTEY is easier to memorise since it follows the orthography rules, in other words it conforms to our knowledge of spelling patterns. ie. 'y' very rarely precedes 't' in the english language.

Sequencing is also vital with spoken language. Words are simply a sequence of phonemes (sound units). Therefore many children with sequencing difficulties may say syllables in an incorrect order. eg. They may say 'aminal' instead of 'animal', or 'emeny' instead of 'enemy'. Orally repeating longer words such as 'satisfactory' may pose most difficulty for these children.

The basis of all logical thinking is sequential thought. This process involves taking the important ideas, facts, and conclusions involved in a problem and arranging them in a chain-like progression that takes on a meaning in and of itself. To think logically is to think in steps. Mathematics requires a great deal of sequential thought and operations such as addition, subtraction, multiplication, and division are critically dependant on adequate sequencing.

For example. Suppose a problem required that we first add two numbers together (step 1: add 10 + 14) and next divide the sum (step 2: divide sum by 2). If we did this problem in our heads, we would need to retain the result of step 1 (24) momentarily, while we apply the next step (divide by 2).

The position of numbers tells their value, for example “97” is different in value from "79." Children with difficulties with sequencing and spatial thinking find immense difficulty working with decimal points. For example the number 11.1 may appear as 1.11 to a child with sequencing difficulty.

Sequencing is also important with writing since we make written strokes in a set order. Therefore words may appear to have unusual starting and ending points. The child may also write letters out of order in words.

Spatial awareness and sequencing are closely related. Sequencing skills may be thought of as directionality in time.

A child who has difficulty with sequencing may find any task challenging which requires the child to learn or use sequences. Learning the sequence of the letters in the alphabet or a telephone number may be challenging. Young children may have difficulty remembering the correct order of the days in the week or the months in the year. They may have difficulty following sequenced instructions. The child may have trouble relating the events of a story in order and may therefore seem to talk in circles. As a result they will have trouble predicting outcomes or making inferences about what they have read. When writing a story the child needs to organise their thoughts on to paper in a set order, in conversation they must realise when it is their turn to talk.