MA Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Committee Member 1
Kuder, Sydney J.
Committee Member 2
Mnemonics, Vocabulary Instruction
Learning disabled teenagers--Education; Language arts--Correlation with content subjects
Language and Literacy Education | Special Education and Teaching
The purpose of this study was to investigate the effectiveness of mnemonic devices on the acquisition and retention of social studies vocabulary by high school students with learning disabilities. Six students, four male and two female, from a pull-out U.S. history I resource class participated in the study. The research was conducted using a single-subject ABAB design. During baseline, students were evaluated on their acquisition of vocabulary taught using traditional methods. During intervention, students were evaluated on their retention of vocabulary taught using teacher created mnemonic devices. Results show that the use of mnemonic devices increased the acquisition and retention of vocabulary. A student survey given after instruction showed a satisfactory rating in ease and enjoyment of using mnemonics. Further research is needed to examine possible long-term benefits of mnemonic strategies for students with learning disabilities.
Whitescarver, Erin L., "Effect of mnemonics on the vocabulary acquisition and retention of high school students with learning disabilities" (2018). Theses and Dissertations. 2567.