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Kaldenberg, Erica; Therrien, William; Watt, Sarah; Gorsh, Jay; Taylor, Jonte – Science Scope, 2011
Students with learning disabilities (LDs) often need additional supports and structure in inquiry classrooms. The authors describe three ways teachers can enhance the achievement of these students: (1) focusing on big ideas; (2) using graphic organizers; and (3) providing mnemonic strategies. Struggling students with LD will benefit greatly from…
Descriptors: Learning Disabilities, Prior Learning, Classrooms, Mnemonics
Gathercole, Susan E.; Alloway, Tracy Packiam – SAGE Publications (CA), 2008
A good working memory is crucial to becoming a successful leaner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom. This book provides a coherent overview of the role played by working memory in learning during…
Descriptors: Educational Psychology, Psychologists, Short Term Memory, Teaching Assistants
Lu, Chunlei – Journal of Physical Education, Recreation & Dance (JOPERD), 2008
Tai ji quan, also known as "tai chi," is an ancient Chinese exercise characterized by soft, slow, and meditative movements. It consists of a set of continuous, evenly paced, carefully choreographed, but natural, body shifts. "Tai ji" is an ancient Chinese philosophy, while "tai ji quan" refers to a type of physical activity based on tai ji…
Descriptors: Physical Education, Discipline, Physical Activities, Physical Education Teachers

Gfeller, Kate E. – Teaching Exceptional Children, 1986
Emphasizing use of the mnemonic aid as a tool toward the large educational objective, this article discusses the memory problems of learning disabled students, suggests appropriate selection and use of musical mnemonics, and encourages development of original mnemonics (e.g., using rhythmic speech or writing new lyrics to popular tunes). (JC)
Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Strategies, Memory

Swanson, H. Lee; Trahan, Marcy – Learning Disability Quarterly, 1990
Thirty-five learning-disabled readers (mean age 10) and 43 controls were compared on a sentence span task and on recall of everyday features, consequential events, and misleading information. Results indicated that subjects were deficient on working memory and naturalistic measures, but their naturalistic memory deficits did not appear to relate…
Descriptors: Intermediate Grades, Learning Disabilities, Memory, Performance Factors
Willis, Judy – Association for Supervision and Curriculum Development, 2007
If you've ever felt unprepared to teach students with learning disabilities, here's a book that will extend your brain-friendly teaching practices to address students with learning disabilities and other special challenges. Neurologist and classroom teacher Judy Willis explains how the research on how people learn can help you: (1) Build safe and…
Descriptors: Learning Disabilities, Brain, Teaching Methods, Inclusive Schools
Walker, Stephen C.; Poteet, James A. – Learning Disabilities Research, 1989
Thirty learning-disabled and 30 nonhandicapped intermediate grade children were assessed on memory performance for stimulus words, which were presented with congruent and noncongruent rhyming words and semantically congruent and noncongruent sentence frames. Both groups performed significantly better on words encoded using deep level congruent…
Descriptors: Cues, Incidental Learning, Intermediate Grades, Learning Disabilities
Johnson, Donna; Obi, Sunday Christian – 1993
This article suggests that the use of mnemonic strategies may help learning disabled (LD) students in the area of spelling, which is of particular frustration to most LD students. It has been found that children with learning disabilities do not have a pathological difficulty with long-term memory, but rather a deficiency in the use of…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Reetz, Linda J. – 1987
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…
Descriptors: College Instruction, College Students, Higher Education, Learning Disabilities
Scruggs, Thomas E.; Mastropieri, Margo A. – Academic Therapy, 1984
The keyword and pegword methods, related mnemonic strategies to improve performance in encoding and retrieving factual information, are described as effective procedures for helping special education and remedial students increase their learning and memory skills. (JW)
Descriptors: Elementary Secondary Education, Encoding (Psychology), Learning Disabilities, Learning Problems
Hamachek, Alice L. – 1990
Study strategies are those specific reading skills that increase understanding, memory storage, and retrieval. Memory techniques are crucial to effective studying, and to subsequent performance in class and on written examinations. A major function of memory is to process information. Stimuli are picked up by sensory receptors and transferred to…
Descriptors: Cognitive Style, Elementary Secondary Education, Learning Disabilities, Learning Strategies

Graves, Ann W.; Levin, Joel R. – Learning Disability Quarterly, 1989
Thirty learning-disabled students in grades five-eight read several passages and attempted to identify and remember main ideas. Students were assigned to one to three conditions: control, monitoring and self-questioning, or mnemonic. The monitoring strategy was most effective for main-idea finding, whereas the mnemonic strategy was most effective…
Descriptors: Comparative Analysis, Intermediate Grades, Junior High Schools, Learning Disabilities
Hollaway, Becky L. – 1989
This study conducted in a midwestern city, addressed problems experienced by learning disabled (LD) students in recalling specialized science and social studies vocabulary. This apparent problem was confirmed by a teacher questionnaire and analyses of types and frequency of test errors on recent exams. Students appeared unfamiliar with memory…
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Memory
Brown, Mary C. – 1985
"Tell-A-Phone" is a role-play game which involves language-impaired children in executing or answering telephone calls, in order to learn to use language effectively in a social context. The game format establishes a setting for increasing use of skills in the areas of semantics, syntax, morphology, and phonology. The clinician directs or modifies…
Descriptors: Articulation Impairments, Communication Skills, Educational Games, Elementary Education
Katims, David S.; Alexander, Ronnie N. – 1987
Empirical findings on the efficiency of memory processes in exceptional children are outlined. Cognitive deficits are considered to be central to many academic and social skill problems of children with mental retardation and learning and behavior problems. In response, educators and psychologists have devised ways of training such students to use…
Descriptors: Cognitive Processes, Cognitive Style, Elementary Secondary Education, Encoding (Psychology)
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