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Material-Appropriate Processing: Implications for Remediating Recall Deficits in Students with Learning Disabilities.
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McDaniel, Mark A.; And Others – Learning Disability Quarterly, 1990
The article examines whether the material-appropriate processing approach can anticipate and explain the mnemonic effects of elaborative encoding tasks and study adjuncts for less able learners. Evidence suggests that less able learners are not capable of spontaneously exploiting the affordances of the to-be-learned material without appropriate…
Descriptors: Elementary Secondary Education, Learning Processes, Learning Strategies, Memory
Mnemonic Instruction for Students with Learning Disabilities: What It Is and What It Does.
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Scruggs, Thomas E.; Mastropieri, Margo A. – Learning Disability Quarterly, 1990
This article describes the concept and varieties of mnemonic instruction and how mnemonics interacts with the specific learning characteristics of learning-disabled students. The effectiveness of the techniques, as reported in research studies, is described. Implications for classroom instruction and further research are provided. (DB)
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Making Students Partners in the Comprehension Process: Organizing the Reading "Posse."
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Englert, Carol Sue; Mariage, Troy V. – Learning Disability Quarterly, 1991
This article reports on a reading comprehension instructional technique which uses reciprocal-like teaching formats in groups and semantic mapping to make text structures apparent. The procedure significantly affected recall of expository ideas and knowledge of comprehension strategies with 28 intermediate grade students with learning…
Descriptors: Group Discussion, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
The Effects of Prior Knowledge and Schema Activation Strategies on the Inferential Reading Comprehension of Children with and without Learning Disabilities.
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Carr, Sonya C.; Thompson, Bruce – Learning Disability Quarterly, 1996
This study, with 48 students (including 16 eighth graders with learning disabilities (LD), 16 age level peers, and 16 reading level peers), found that all groups, but especially LD students, benefited from experimenter activation of prior knowledge on reading comprehension tasks testing inferential reading ability. Experimenter activation of prior…
Descriptors: Inferences, Intermediate Grades, Junior High Schools, Knowledge Level
Strategy Instruction at Benchmark School: A Faculty Interview Study.
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Pressley, Michael; And Others – Learning Disability Quarterly, 1991
This interview study examined the perceptions and beliefs about cognitive strategy instruction of 31 classroom teachers of underachieving students and 9 strategy researchers. Teachers and researchers generally agreed about components of strategy instruction and when to teach them; one difference was the tendency of researchers to relegate each…
Descriptors: Cognitive Processes, Course Content, Educational Researchers, Elementary Secondary Education
Using Mnemonic Strategies To Teach Information about U.S. Presidents: A Classroom-Based Investigation.
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Mastropieri, Margo A.; And Others – Learning Disability Quarterly, 1997
Over a six-week period, students (N=19) with learning disabilities in an inner-city middle school were taught the chronological order of the U.S. presidents. Half the time a modified mnemonic keyword-pegword strategy was used and the other half rehearsal and representational pictures. Delayed posttesting revealed a significant main effect for…
Descriptors: Instructional Effectiveness, Learning Disabilities, Learning Strategies, Memorization