Increasing Content-Area Learning: A Comparison of Mnemonic and Visual-Spatial Direct Instruction.

Scruggs, Thomas E.; And Others

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ERIC Number: EJ334325

Record Type: CIJE

Publication Date: 1985

Pages: N/A

Abstractor: N/A

ISBN: N/A

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EISSN: N/A

Available Date: N/A

Increasing Content-Area Learning: A Comparison of Mnemonic and Visual-Spatial Direct Instruction.

Scruggs, Thomas E.; And Others

Learning Disabilities Research, v1 n1 p18-31 Win 1985

In two experiments 36 elementary and junior high learning-disabled (LD) students were taught attributes of minerals via mnemonic instruction, free study, or a visual-spatial display condition. In both experiments, students learned significantly more information in the mnemonic condition, and students in the visual-spatial condition did not statistically exceed free-study in total amount learned. (Author/CL)

Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Processes, Mnemonics, Spatial Ability, Visual Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A

Note: Journal Availability: see, EC 182 415.