This guide summarizes the information and techniques presented on an audiotape designed to teach students to use the keyword method to memorize new words. First, introductory comments provide a rationale for the development of the materials and a discussion of their use at Lane Community College. Next, a summary is provided of the key word method,…

Comparison of three learning strategies (elaborative interrogation, spontaneous strategy, or repetition control) with 53 high achievers in grades 5 and 6 found that both elaborative interrogation and spontaneous strategy conditions were equally effective and both were superior to the repetition condition. (DB)

Presents study results examining conditions in which children can apply a previously learned memorization strategy to new but analogous tasks. Concludes that strategy mastery during training is not sufficient. Reports that only subjects who use information about relations between procedures and results to construct generalizable knowledge are able…

This article discusses the use of mnemonic techniques in helping students acquire new information and apply that information in problem-solving situations. It outlines common academic learning problems and the dynamics of mnemonic strategies and applies the strategies to remembering definitions, factual information, processes, functions, and…

Discusses instruction in mnemonics to help students with disabilities and learning difficulties improve memory for school content. Discusses what mnemonic strategies are; offers general techniques for improving memory; and explains (with examples) the mnemonic techniques of using keywords, using pegwords, and using letter strategies. Also provides…

Seven memory strategies that can be taught to college students with learning disabilities or students who have not learned essential study skills are described: the method of loci, pegwords, keywords, rote rehearsal, chaining, clustering, and first letter mnemonics. To help college faculty provide direct instruction in the memory strategies, the…

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…

A mnemonic clue sentence--"He thinks mice bite trees"--is suggested for helping students with learning disabilities or mild mental retardation successfully identify up to 15 digit numbers by relating the sentence to the sequence of hundreds, thousands, millions, billions, and trillions. (DB)

Guidelines are presented for modifying basic instruction of subtraction facts for elementary level learning disabled students. A detailed case study is used to illustrate a five-step structured program: (1) find a way to work it out; (2) add to check; (3) learn the partner facts; (4) study families of facts; (5) review and practice. The selection…

This article on using mnemonics with students having learning and behavior problems first offers a case study of a 7th grade student and then describes the letter strategy, the keyword mnemonic method, and the pegword method. Seven steps for implementing mnemonic strategies are offered. An inset reviews the research literature on using mnemonic…

This article presents learning strategies to help high school students with learning disabilities succeed in technical classes. Strategies address time management, memorization, and learning to use charts and graphs. Figures offer an example of breaking a project into subtasks, a self-questioning strategy, the CAN DO learning strategy, and a…

The document presents the theoretical background and empirical research supporting lessons which teach study skills to adolescents, especially those with learning disabilities. A section presenting the psychological rationale for training study skills considers the nature of studying and its psychological demands, studying as an active process,…

Written for secondary, technical, and technical and further education (TAFE) students, this book aims to make learning easier and more enjoyable by showing students how to use a series of basic study skills called "keys." The book offers an explanation, examples, graphic illustrations, and activities for each skill. Chapters include: (1)…

This book offers study strategies and techniques which were originally used in resource rooms for students with mild disabilities but are appropriate for all students, all content areas, and all educational levels. The book is structured around the acronym SMARTS for the six action steps or skills covered: (1) Studying, (2) Memorizing, (3) Active…

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.…