Evaluation of a classroom mnemonic instructional method to teach science content to 19 mildly disabled students (grades 6-8) found mnemonic instruction resulted in improved initial content acquisition, higher delayed-recall scores than traditional instructional procedures, and generalization of mnemonic strategies to novel content. Students…

This study evaluated the effectiveness of promoting relational thinking, using "elaborative interrogation" techniques, to facilitate the content acquisition of 36 elementary school students with mild disabilities. Results indicated that students coached in relational thinking who generated their own explanations outperformed students who…

Discussion of the need for systematic methods for summarizing single-participant research describes various approaches for quantitative synthesis and reviews conclusions of completed synthesis efforts. The issue of whether outcomes of single-participant research can be represented by a single common metric is addressed with the recommendation that…

The present investigation was intended to provide information on the type of strategies employed by learning disabled (LD) students on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and non-disabled students. Students attending…

The paper presents a research-based case for mnemonic instruction with mildly disabled students, and recommends learning tasks, designs, and implementation formats. Evolution of the research, from theory-driven laboratory research to long-term classroom applications, is described. Recommendations are offered for further research. (Author/JDD)

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)

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article argues that the field of learning disabilities does not need to be legitimized and that basic research in learning disabilities is not necessarily the prerequisite vehicle by which theoretical progress can be made. (JDD)

Reviewed are 14 studies employing single-subject methodology to investigate the results of interventions to improve developmental functioning in handicapped preschoolers. Interventions included treatments to develop physical responsiveness, increase feeding behavior, and decrease rumination or compulsive vomiting. Knowledge concerning the…