Date Approved

6-28-2018

Embargo Period

6-29-2018

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.

Third Advisor

Xin, Joy

Subject(s)

Learning disabled teenagers--Education; Mnemonics; Vocabulary

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was: (a) to examine the effectiveness of the keyword mnemonic method to improve the foreign language receptive vocabulary of students with learning disabilities, (b) to examine the effectiveness of the keyword mnemonic method to improve the productive foreign language vocabulary of students with learning disabilities and (c) to evaluate student satisfaction and perceptions of the keyword mnemonic method intervention. Three seventh and eighth grade students, one male and two females, with a learning disability participated in the study. A single subject ABAB design was used. During the baseline phases students received instruction using rote memorization. During the intervention phases students received instruction using the keyword mnemonic method. Daily assessments were scored throughout all phases. Results show that students improved their receptive foreign language and productive foreign language vocabulary during the intervention phases. The student satisfaction survey suggests students enjoyed using the keyword mnemonic method. Further research over an extended period of time is suggested to assess long term foreign language acquisition.

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