How to remember the text? What is the best way to memorize large texts if you have a bad memory? Overview of methods and techniques of memorization

How to remember the text?

No mat­ter how much they talk about the era of mul­ti­me­dia, dig­i­tal­iza­tion, and so on, the abil­i­ties of human mem­o­ry are still rel­e­vant. And not only pro­fes­sion­al­ly, but also in gen­er­al cul­tur­al terms, and even in every­day life. It is use­ful for all peo­ple to know how to remem­ber the text ful­ly.


There are sev­er­al tech­niques that allow you to remem­ber text faster and bet­ter. It is worth study­ing them in more detail.


This tech­nique allows you to remem­ber the text even with poor mem­o­ry. It was called the OVOD (not in hon­or of the insect, of course, but by the short names of the main stages).

  • About (main idea);
  • B (read care­ful­ly);
  • About (review);
  • D (bring­ing to per­fec­tion).

At the first stage, read the text flu­ent­ly. You don’t need to delve into it — you just need to catch the main the­ses and how they are inter­con­nect­ed. You can write out or under­line these main ideas. But peep­ing into the text, answer­ing to our­selves what it is about, should not be. When this is achieved, you can move on to the next step.

Then the text is read again, but dili­gent­ly, con­cen­trat­ing on seem­ing­ly minor details. There is no need to hur­ry — it is nec­es­sary to attach the par­tic­u­lars and pre­vi­ous­ly learned main ideas as best as pos­si­ble. Rec­om­men­da­tion: it is at this moment that more spe­cif­ic tech­niques for assim­i­la­tion of infor­ma­tion can be applied. When the review time comes, the text is skimmed over with­out going into details, and they do it from the end.

You need to make sure that the con­nec­tions devel­oped between the main and sec­ondary the­ses are cor­rect. If nec­es­sary, they are cor­rect­ed. It is use­ful to com­pare the received infor­ma­tion with the infor­ma­tion already known. It is also a good idea to draw up a rough plan. For large mate­r­i­al, a mesh can be used.

Last step - fine-tun­ing - begins with rep­e­ti­tion of the text from mem­o­ry. It is advis­able to start with the most impor­tant and only then, for each item, remem­ber all the addi­tion­al details. Then re-read the text again, con­cen­trat­ing on what was missed. Impor­tant: it is worth not only fix­ing the mis­take, but also delv­ing into the rea­sons why it was made. It is also worth striv­ing to learn the mate­r­i­al in excess, and not just those points that are need­ed in the first place.

Some­times they use the FOCUS method, which is slight­ly dif­fer­ent from the OVOD method. The first stage is text ori­en­ta­tion, which allows you to high­light the main idea. At the sec­ond stage, the mate­r­i­al is read again (and as care­ful­ly as pos­si­ble). Then they make a review in order to deeply com­pre­hend the con­tent, deter­mine the main and not too impor­tant, men­tal­ly retell the text with the high­light­ing of the main idea.

OVOD and OCHOG are in any case more effec­tive than a sim­ple rep­e­ti­tion of the text.

smart card

This is also a very impor­tant help when mem­o­riz­ing texts. Ini­tial­ly, mind maps began to be used as an aid in var­i­ous train­ings. But they soon dis­cov­ered that their capa­bil­i­ties are notice­ably wider. This method of mem­o­riza­tion has oth­er names (for exam­ple, a men­tal map, a thought map, an asso­ci­a­tion map, a dia­gram of log­i­cal con­nec­tions). The essence of this does not change.

When draw­ing up a map indi­cate:

  • cen­tral the­sis (or main theme, or pur­pose of the nar­ra­tive);
  • key top­ics;
  • struc­ture and head­ings (if any);
  • detail­ing the main top­ics;
  • key­words, sym­bols and pic­tures to visu­al­ize this infor­ma­tion.

At least the fact that they are used in a Finnish ele­men­tary school speaks about the mer­its of smart cards. It was irrefutably proven that this method is more effec­tive than clas­sic notes and mar­gin­al notes. Every­thing is done sim­ply and eas­i­ly: first list the key­words, and then arrange them in a log­i­cal order. Impor­tant: this often not only sim­pli­fies the assim­i­la­tion of infor­ma­tion, but also con­tributes to the devel­op­ment of inde­pen­dent ideas.. A sim­i­lar tech­nique is increas­ing­ly used in the process of busi­ness meet­ings in dif­fer­ent coun­tries.

Mind maps are also rec­om­mend­ed for:

  • in solv­ing com­plex and ambigu­ous prob­lems;
  • to awak­en cre­ative abil­i­ties;
  • in the process of writ­ing books, arti­cles, scripts;
  • when run­ning a blog or web­site.


This method should not be dis­count­ed either. But it should be sup­port­ive. For a while, writ­ing in a note­book or sticky notes with short key phras­es that catch your eye will help. How­ev­er, this is a kind of “crutch­es for mem­o­ry.” And, like real crutch­es, they must be grad­u­al­ly aban­doned as soon as there is clear progress, the same thing with the notes on the hand, on the nails, and so on.

The nuances of memorization

In native language

It is dif­fi­cult to say whether it is real­ly eas­i­er to learn how to mem­o­rize long texts in your native lan­guage or not. This includes a lot of dif­fer­ent fac­tors, and each of them can both help and hin­der. But in one sense, famil­iar lan­guage is sim­pler: it allows you to use images of what you remem­ber, and not just repeat it. The most dif­fi­cult text is eas­i­er to remem­ber using approach­es such as:

  • repeat­able record;
  • divi­sion into blocks;
  • graph­ic tech­nique;
  • con­tin­u­ous mem­o­ry.

Record­ings are very help­ful when the nec­es­sary mate­r­i­al con­tains a lot of spe­cial terms, for­mu­las, tables, graphs. Already after the first read­ing, it is nec­es­sary to clear­ly under­stand the main the­ses and high­light the most impor­tant terms. Then they are sequen­tial­ly writ­ten down (you can even draw at the same time).

When it is impos­si­ble for some rea­son to make sep­a­rate notes, it is worth using the text itself for writ­ing and draw­ing.

Cor­rect­ly digest­ing a large text with­out errors some­times helps use of pic­tograms. Hav­ing high­light­ed key words and main sen­tences, con­di­tion­al pic­tures are drawn for each impor­tant word (they should be sim­pler, clear­er and with­out inscrip­tions, even let­ters). Atten­tion: the fig­ures should be arranged in the same order as the blocks of the stud­ied infor­ma­tion. Some­times help­ful from a psy­cho­log­i­cal point of view divide the mate­r­i­al into parts (but not more than 7 blocks, each of which must be log­i­cal­ly con­nect­ed inside).

The main atten­tion is paid mid­dle of the text. At the begin­ning, with rare excep­tions, con­tains intro­duc­to­ry and not very impor­tant infor­ma­tion. The end can most often be recon­struct­ed pure­ly log­i­cal­ly, if the begin­ning and mid­dle are known. The per­ma­nent mem­o­ry method is slow­er, but slight­ly more reli­able.

Hav­ing bro­ken the text into parts, they fix them in places where they are con­stant­ly at home or at work, with each vis­it they repeat a cer­tain part aloud.

in a foreign

The eas­i­est way to mem­o­rize text in a for­eign lan­guage is lis­ten­ing to records on the play­er or phone at the same time as nor­mal activ­i­ties. But lis­ten­ing should not be thought­less, you should delve into the con­tent and iden­ti­fy sig­nif­i­cant points. To speed up the process, it is advised to draw the same icons while lis­ten­ing and make brief notes. Impor­tant: the text in a for­eign lan­guage is bet­ter absorbed in the first 4 hours after wak­ing up and with­in 4 hours before going to bed. Also rec­om­mend:

  • try to break for­eign mate­r­i­al into blocks;
  • deter­mine the gen­er­al out­line of the con­tent and the thread of the sto­ry;
  • use par­al­lels with your own life and per­son­al expe­ri­ence.

Tricks and tricks

To learn the text when read­ing the first time, It is very impor­tant to cre­ate a pos­i­tive calm envi­ron­ment. It is bet­ter to stop lis­ten­ing to loud music for as long as you need to mem­o­rize infor­ma­tion. This rule must be observed not only before and dur­ing the study, but also after the same day. The few­er dis­trac­tions, the more effi­cient the work. And one more nuance: the morn­ing hours are bet­ter for get­ting to know new infor­ma­tion than the evening hours, after dark it is advis­able to repeat what you have already read before, but do not take on fresh infor­ma­tion, if pos­si­ble.

A com­mon mis­take many peo­ple make is try­ing to com­bine read­ing and eat­ing.. This is not only unhealthy, but also inef­fec­tive. A suit­able envi­ron­ment will allow you to cre­ate read­ing at the writ­ten, and not at the din­ner table, not in bed and not in the bath­room. It is use­ful to use speed read­ing meth­ods. Even if some­thing is not assim­i­lat­ed imme­di­ate­ly from one read­ing, it is impos­si­ble to return imme­di­ate­ly to what was missed.

While read­ing, you can only move for­ward. It is use­ful to come up with bright and expres­sive asso­ci­a­tions with any­thing. It is equal­ly impor­tant to share and dis­cuss what you read with oth­er peo­ple. This will also allow you to cope with the excite­ment of pub­lic speak­ing, by the way.

And if some­thing is for­got­ten, one must first try to remem­ber it all the same, and only in case of fail­ure, again turn to the source.

Many peo­ple are fas­ci­nat­ed by the way actors mem­o­rize long lines. But there is noth­ing super­nat­ur­al or bril­liant in this. They just know how to absorb a very large vol­ume in a short time. Most often they do this:

  • read slow­ly, with intense atten­tion, prefer­ably aloud;
  • try to catch the main motive and plot;
  • divide a large record into blocks, each of them is taught sep­a­rate­ly;
  • rewrite all text from scratch man­u­al­ly;
  • retell it, start­ing from key­words and focus­ing on small details (peep only as a last resort);
  • rewrite the text again with­out prompts;
  • re-read the mate­r­i­al care­ful­ly and retell it.

There are oth­er, more spe­cif­ic tricks:

  • high­light­ing text with a mark­er or dif­fer­ent col­ors in the most impor­tant or obvi­ous­ly prob­lem­at­ic places;
  • chant­i­ng;
  • read­ing until you ful­ly under­stand the mean­ing and emo­tions.

Memory training

How­ev­er, for both chil­dren and adults, it is some­times impor­tant not only to learn some mate­r­i­al read once, but also to refer to it sys­tem­at­i­cal­ly. There­fore, it is very impor­tant to train long-term mem­o­ry as well. Those who know how to make an asso­cia­tive array will be able to sim­pli­fy their lives. Rules:

  • asso­ci­a­tions should be as bright and unusu­al as pos­si­ble, more fun;
  • if they are emphat­i­cal­ly unre­al­is­tic (“found plums in sneak­ers”), this is very good;
  • it is desir­able to cre­ate at least 3–4 asso­ci­a­tions for greater reli­a­bil­i­ty;
  • imag­ine an image before the eyes or as a sound;
  • exag­ger­ate size, bright­ness, etc.;
  • use move­ment.

More tips:

  • poems for the devel­op­ment of mem­o­ry should be tak­en from unloved or pre­vi­ous­ly unknown poets;
  • move from short texts to large ones;
  • min­i­mize entries;
  • do not for­get about breaks and phys­i­cal activ­i­ty;
  • eat well;
  • observe the dai­ly rou­tine;
  • train all your life, at every oppor­tu­ni­ty.

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