Sixty-four learning disabled sixth, seventh, and eighth graders were assigned to 24 small instructional groups that were in turn assigned at random to mnemonic and control conditions, and instructional groups were given daily lessons. Results indicated that mnemonic groups outperformed control groups on the immediate and delayed tests. (Author/LMO)

Learning-disabled (LD) students showed significantly less argument on the importance ratings of story idea units than did normal students. Cue selection before recall depressed performance of the LD subjects relative to that of normal college students. (Author/PN)