Date Approved

6-1-2017

Embargo Period

6-2-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Subject(s)

Mnemonics; Learning disabled children--Education

Disciplines

Special Education and Teaching

Abstract

The purposes of this study were to investigate (a) the impact of the mnemonic keyword strategy on the acquisition of mathematical vocabulary of students with learning disabilities, (b) the impact of the mnemonic keyword strategy on the retention of mathematical vocabulary of students with learning disabilities, and (c) the level of satisfaction that students with learning disabilities have with the mnemonic keyword method. Seven sixth grade students with learning disabilities participated in this study, which utilized a multiple baseline across participants design. During the baseline and mnemonic keyword intervention phases, students completed weekly assessments to measure their acquisition of mathematical vocabulary. At the end of the intervention, students completed an assessment of retention and a student satisfaction survey. Results showed that students benefited from the mnemonic keyword instruction, as it positively impacted their acquisition and retention of mathematical vocabulary. Also, survey results indicated that the majority of the students were satisfied with the mnemonic keyword method.

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