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The Effects of Instruction in a Paired Associates Strategy on the Information Mastery Performance of Students with Learning Disabilities.
Peer reviewed Peer reviewed
Bulgren, Janis A.; And Others – Learning Disabilities Research and Practice, 1995
Twelve high school students with learning disabilities were instructed in a strategy to identify and remember pairs or small groups of information. Results showed student improvement in test performance and creation of study cards. Students had distinct preferences among mnemonic devices and adapted strategies based on previous experience. (DB)
Descriptors: High Schools, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Mnemonic Keyword Strategy Training for Students with Learning Disabilities.
Peer reviewed Peer reviewed
Fulk, Barbara Mushinski – Learning Disabilities Research and Practice, 1994
This article describes instructional procedures for helping students with learning disabilities become more effective mnemonic keyword strategy users. The procedures involve providing a rationale, providing explicit strategy-attribution instruction, modeling strategy use with think-alouds, providing verbal practice, providing guided practice with…
Descriptors: Cues, Elementary Secondary Education, Learning Disabilities, Learning Strategies
Mnemonic Generalization Training with Learning Disabled Adolescents.
Peer reviewed Peer reviewed
Fulk, Barbara J. Mushinski; And Others – Learning Disabilities Research and Practice, 1992
This study with 56 learning-disabled adolescents found that intensive generalization training specific to the development of complex mnemonic strategies was demonstrably more effective in recall at 1-day and 2-week intervals than a rehearsal condition. No added advantage was gained by adding attribution training to the mnemonic generalization…
Descriptors: Generalization, Instructional Effectiveness, Learning Disabilities, Learning Strategies
A Complex Mnemonic Strategy for Teaching States and Their Capitals: Comparing Forward and Backward Associations.
Peer reviewed Peer reviewed
Mastropieri, Margo A.; And Others – Learning Disabilities Research and Practice, 1992
Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…
Descriptors: Academic Achievement, Geography Instruction, Instructional Effectiveness, Junior High Schools
Use of a Recall Enhancement Routine and Strategies in Inclusive Secondary Classes.
Peer reviewed Peer reviewed
Bulgren, Janis A.; Deshler, Donald D.; Schumaker, Jean B. – Learning Disabilities Research and Practice, 1997
Eleven teachers of inclusive seventh-grade life science classes were trained to use a teaching routine that stressed finding and using mnemonic devices to enhance students' recall of information. Evaluation indicated that trained teachers who used the method and their students, especially students with learning disabilities, were better than…
Descriptors: Biological Sciences, Classroom Techniques, Grade 7, Inclusive Schools
Developing Fluency with Basic Number Facts: Intervention for Students with Learning Disabilities.
Peer reviewed Peer reviewed
Garnett, Katherine – Learning Disabilities Research and Practice, 1992
Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)
Descriptors: Arithmetic, Cognitive Processes, Cognitive Psychology, Computation