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.…

This article presents procedures, forms, and instructional techniques used to increase achievement of learning-disabled students through measuring and controlling task difficulty during classroom instruction time. These techniques are especially recommended for classrooms using individualization and small group instruction. (Author/PB)

This study of 20 sixth- and seventh-grade students with learning disabilities receiving social studies instruction found that prelesson learning set activities (including interactive review of previous instruction, statements of lesson objectives and expectations, and discussion of the lesson's importance) resulted in significantly better…