Using Mnemonic Strategies to Teach Information about U.S. Presidents: A Classroom-Based Investigation

1997 ◽  
Vol 20 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Craig Whedon
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Inner City ◽  
Classroom Instruction ◽  
Instructional Condition ◽  
Students With Learning Disabilities ◽  
Main Effect ◽  
Numerical Order ◽  
Representational Pictures

Over a six-week period, students with learning disabilities in an inner-city middle school were taught the chronological orders of 32 U.S. presidents. For three weeks, they were taught using a modified mnemonic keyword-pegword strategy. For the next three weeks, they were taught using rehearsal and representational pictures. Two weeks subsequent to the six-week instructional period, students were given a delayed posttest in which they were asked to provide the numerical order of the president, given a president name; and the president's name, given the numerical order. Results revealed a significant main effect for instructional condition and a significant condition-by-response interaction, suggesting that information was processed differently, depending on instructional condition. Implications for classroom instruction are provided.

Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

2017 ◽  
Vol 53 (5) ◽  
pp. 276-282 ◽  
Author(s):  
Laurice M. Joseph ◽  
Kelsey M. Ross
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Evidence Based ◽  
Effective Strategy ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Text ◽  
Progress Monitor

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students’ acquisition of self-questioning will also be provided.

scholarly journals Prospective memory in students with learning disabilities

2021 ◽  
Vol 20 (3) ◽  
pp. 161-169
Author(s):  
Razaan Alotaibi ◽  
Kowthar Ali
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Prospective Memory ◽  
Retrospective Memory ◽  
Students With Learning Disabilities ◽  
The Past ◽  
Study Results ◽  
The Future ◽  
Students With Ld ◽  
Memory Questionnaire

Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.

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