ERIC Number: ED411643
Record Type: RIE
Publication Date: 1990-Dec-31
Increasing the Content Area Learning of Learning Disabled Students: Research Implementation. Final Report.
Scruggs, Thomas E.; Mastropieri, Margo A.
This report describes the outcomes of a 3-year project that investigated the effectiveness of mnemonic instruction of secondary students with learning disabilities. Classroom-based mnemonic instruction was implemented in junior-high school self-contained classrooms. The report first presents theoretical and empirical support for mnemonic instructional techniques. Second, a thorough review of recent research in mnemonic instruction of special populations is provided. Third, a detailed description of the research activities undertaken in this federally funded research program is given. Last is a discussion of the knowledge gained from the research and its implications for the special education of students with learning disabilities and other mild disabilities. Results found that students when instructed mnemonically scored much higher on tests, including recall tests of up to 8 weeks of instruction, than when they were instructed traditionally. Additionally, teachers rated mnemonic instruction as significantly more appropriate for students with learning disabilities. Students also strongly favored mnemonic instruction. Findings also indicate that the students could be taught to generate their own mnemonic strategies when prompted by the teacher during the course of instruction and when trained independently by experimenters. Appendices included the published articles and manuscripts generated by this project. (Contains 78 references.) (Author/CR)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Purdue Univ., Lafayette, IN.