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Direct linkScruggs, Thomas E.; Mastropieri, Margo A.; Berkeley, Sheri L.; Marshak, Lisa – Intervention in School and Clinic, 2010
This article presents information on using mnemonic strategies to enhance learning and memory of students with mild disabilities. Different types of mnemonic strategies are described, including the keyword method, the pegword method, and letter strategies. Following this, a number of teachers describe their own applications of mnemonic strategies…
Descriptors: Mild Mental Retardation, Mental Retardation, Learning Disabilities, Anatomy
Peer reviewedScruggs, Thomas E.; Mastropieri, Margo A. – Roeper Review, 1984
A review of recent studies indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications include the use of slower presentation rates for new information, spatial organization of prose content, and…
Descriptors: Concept Formation, Elementary Secondary Education, Gifted, Learning Processes
Peer reviewedMastropieri, Margo A.; Scruggs, Thomas E. – Intervention in School and Clinic, 1998
Discusses instruction in mnemonics to help students with disabilities and learning difficulties improve memory for school content. Discusses what mnemonic strategies are; offers general techniques for improving memory; and explains (with examples) the mnemonic techniques of using keywords, using pegwords, and using letter strategies. Also provides…
Descriptors: Classroom Techniques, Disabilities, Elementary Secondary Education, Learning Strategies
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
Mastropieri, Margo A.; Scruggs, Thomas E. – Learning Disabilities Research, 1988
Learning-disabled junior-high students (N=27) were taught four chapters of U.S. history using either mnemonic instruction or more traditional, textbook based instruction. Students learned substantially more content when instructed mnemonically, on individual chapter tests as well as on the cumulative recall test. Students and teachers both…
Descriptors: Content Area Reading, Instructional Effectiveness, Junior High Schools, Learning Disabilities
Scruggs, Thomas E.; Mastropieri, Margo A. – American Educator: The Professional Journal of the American Federation of Teachers, 1992
Defines memory skills as techniques for increasing initial learning and long-term retention of information, and argues that good memory skills are important. Nine ways in which teachers can improve the ability of students to remember are presented. Emphasis is placed on mnemonic strategies. (SLD)
Descriptors: Academic Achievement, Attention, Drills (Practice), Elementary Secondary Education
Peer reviewedScruggs, Thomas E.; Mastropieri, Margo A. – Exceptional Children, 1992
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…
Descriptors: Generalization, Instructional Effectiveness, Intermediate Grades, Junior High Schools
