Author(s)

Danielle Aureli

Date Approved

7-12-2011

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Special Educational Services/Instruction

College

College of Education

First Advisor

Kuder, S Jay

Subject(s)

Vocabulary;Mnemonics

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was based on the need for fifth grade students (n = 18) to expand vocabulary acquisition in short and long term memory. The Keyword Method is a useful mnemonic aid which can help broaden students' vocabulary by means of speech and language and ultimately with reading and writing. Understanding vocabulary words and how they relate to other ideas and concepts greatly impacts and influences reading comprehension. Extensive research has proven the Keyword Method to be an effective teaching tool. It increases concreteness and meaningfulness of newly obtained information, and the Keyword Method connects recently learned information to prior knowledge which has already been stored. On the other hand, there are still limitations with using the Keyword Method. Data collection occurred over a period of twenty weeks for this group research design study. Quiz and test scores increased through the duration of this study. Students were also observed utilizing the Keyword Method mnemonic strategy throughout other subjects as a study tool. Implications for teaching vocabulary to students in the inclusion setting are discussed.

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