Descriptor
Source
| Learning Disabilities… | 3 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
Education Level
Audience
| Practitioners | 3 |
| Researchers | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedFulk, 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
Peer reviewedMastropieri, 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
Peer reviewedGarnett, 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
