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ERIC Number: EJ786593
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0741-9325
Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes
Fontana, Judith L.; Scruggs, Thomas; Mastropieri, Margo A.
Remedial and Special Education, v28 n6 p345-355 Nov-Dec 2007
Fifty-nine students enrolled in 4 inclusive world history classes in a suburban high school participated in a within participants research design to compare the relative effects of mnemonic strategies and direct instruction on academic performance. Regularly assigned high school teachers delivered instruction during history class periods. Keywords with interactive illustrations were alternated with direct instruction procedures to teach 2 units of world history to students in Grades 10 and 11 over a 4-week period. The results revealed no significant differences by condition or group on immediate unit tests. On the cumulative delayed recall tests, however, differences were observed by condition and group. An obtained interaction effect revealed that students for whom English was a second language scored significantly higher in the mnemonic condition, whereas no differences were observed for first-language English, general education students, or students with learning disabilities. Analysis of strategy use data revealed that students employed appropriate strategies, and observational data confirmed that student time on task was higher in the mnemonic condition. Survey data revealed general overall satisfaction with mnemonic strategies on the part of teachers and students. Implications for further research and practice are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; High Schools
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A