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Mnemonic Generalization Training with Learning Disabled Adolescents.
Peer reviewed Peer reviewed
Fulk, Barbara J. Mushinski; And Others – Learning Disabilities Research and Practice, 1992
This study with 56 learning-disabled adolescents found that intensive generalization training specific to the development of complex mnemonic strategies was demonstrably more effective in recall at 1-day and 2-week intervals than a rehearsal condition. No added advantage was gained by adding attribution training to the mnemonic generalization…
Descriptors: Generalization, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Mathematics Instruction for Learning Disabled Students: A Review of Research.
Peer reviewed Peer reviewed
Mastropieri, Margo A.; And Others – Learning Disabilities Research and Practice, 1991
Thirty studies that examined mathematics strategies for use with learning-disabled students are reviewed. The studies evaluated reinforcement and goal setting on seat work performance, specific strategies for computation and problem solving, mnemonic strategies, peer mediation, and computer-assisted instruction. Virtually all instructional…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
A Complex Mnemonic Strategy for Teaching States and Their Capitals: Comparing Forward and Backward Associations.
Peer reviewed Peer reviewed
Mastropieri, Margo A.; And Others – Learning Disabilities Research and Practice, 1992
Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…
Descriptors: Academic Achievement, Geography Instruction, Instructional Effectiveness, Junior High Schools
Developing Fluency with Basic Number Facts: Intervention for Students with Learning Disabilities.
Peer reviewed Peer reviewed
Garnett, Katherine – Learning Disabilities Research and Practice, 1992
Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)
Descriptors: Arithmetic, Cognitive Processes, Cognitive Psychology, Computation
Using Content Enhancements to Improve the Performance of Adolescents with Learning Disabilities in Content Classes.
Peer reviewed Peer reviewed
Hudson, Pamela; And Others – Learning Disabilities Research and Practice, 1993
This article reviews the literature on the use of content enhancement techniques to help secondary students with learning disabilities to identify, organize, comprehend, and memorize critical content information. Content enhancements described include visual displays, mnemonics, advance organizers, study guides, peer mediation, audiotapes, and…
Descriptors: Advance Organizers, Computer Assisted Instruction, Content Area Reading, Instructional Effectiveness
The Thematic Unit Approach: Content and Process Instruction for Secondary Learning Disabled Students.
Peer reviewed Peer reviewed
Swicegood, Philip R.; Parsons, James L. – Learning Disabilities Research and Practice, 1991
The Thematic Unit approach to content-area learning integrates reading, writing, and speaking exercises for learning-disabled students while fostering active and strategic study of the content. Features include use of natural materials, teaching of learning strategies, and emphasis on student decision making and involvement. Guidelines are…
Descriptors: Content Area Reading, Content Area Writing, Elementary Secondary Education, Instructional Design