Enhancing School Success with Mnemonic Strategies

Intervention in School and Clinic

Volumn 33, Issue 4, 1998, Pages 201-208

  Mastropieri, Margo A ^a   Scruggs, Thomas E ^b  

^a PURDUE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041543355     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/105345129803300402     Document Type: Article

References (28)

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2. Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research & Practice, 9, 2-11.
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6. Kilpatrick, J. (1985). Doing mathematics without understanding it: A commentary on Higbee and Kunihira. Educational Psychologist, 20, 65-68.
7. King-Sears, M. E., Mercer, C. D., & Sindelar, P. T. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education, 13, 22-33.
8. Lorayne, H., & Lucas, J. (1974). The memory book. New York: Ballantine.
9. Mastropieri, M. A., & Scruggs, T. E. (1989). Constructing more meaningful relationships: Mnemonic instructions for special populations. Educational Psychology Review, 1, 88-111.
10. Mastropieri, M. A., & Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline.
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12. Mastropieri, M. A., & Scruggs, T. E. (1994). Text-based vs. activities-oriented science curriculum: Implications for students with disabilities. Remedial and Special Education, 15, 72-85.
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14. Mastropieri, M. A., & Scruggs, T. E. (in press). Strategies for teaching in inclusive classrooms. Columbus, OH: Prentice-Hall/Merrill.
15. Mastropieri, M. A., Scruggs, T. E., Bakken, J., & Brigham, F. J. (1992). A complex mnemonic strategy for teaching states and capitals: Comparing forward and backward associations. Learning Disabilities Research & Practice, 7, 96-103.
16. Mastropieri, M. A., Scruggs, T. E., & Chung, S. (1997, April). Qualitative and quantitative outcomes associated with inclusive science teaching. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
17. Mastropieri, M. A., Scruggs, T. E., & Fulk, B. J. M. (1990). Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension. Journal of Learning Disabilities, 23, 92-96.
18. Mastropieri, M. A., Scruggs, T. E., Levin, J. R., Gaffney, J., & McLoone, B. B. (1985). Mnemonic vocabulary instruction for learning disabled students. Learning Disability Quarterly, 8, 57-63.
19. Mastropieri, M. A., Scruggs, T. E., & Whedon, C. (1997). Using mnemonic strategies to teach information about U.S. presidents: A classroom-based investigation. Learning Disability Quarterly, 20, 13-21.
20. McLoone, B. B., Scruggs, T. E., Mastropieri, M. A., & Zucker, S. (1986). Mnemonic instruction and training with learning disabled adolescents. Learning Disabilities Research, 2, 45-53.
21. Putnam, M. L. (1992a). Characteristics of questions on tests administered by mainstream secondary classroom teachers. Learning Disabilities Research & Practice, 7, 129-136.
22. Putnam, M. L. (1992b). The testing practices of mainstream secondary classroom teachers. Remedial and Special Education, 13(3), 11-21.
23. Scruggs, T. E., & Mastropieri, M. A. (1992). Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization. Exceptional Children, 58, 219-229.
24. Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading vs. doing: The relative effectiveness of textbook-based and inquiry-oriented approaches to science education. The Journal of Special Education, 27, 1-15.
25. Scruggs, T. E., Mastropieri, M. A., Levin, J. R., & Gaffney, J. S. (1985). Facilitating the acquisition of science facts in learning disabled students. American Educational Research Journal, 22, 575-586.
26. Scruggs, T. E., Mastropieri, M. A., McLoone, B. B., Levin, J. R., & Morrison, C. (1987). Mnemonic facilitation of learning disabled students' memory for expository prose. Journal of Educational Psychology, 79, 27-34.
27. Scruggs, T. E., Mastropieri, M. A., Sullivan, G. S., & Hesser, L. S. (1993). Improving reasoning and recall: The differential effects of elaborative interrogation and mnemonic elaboration. Learning Disability Quarterly, 16, 233-240.
28. U.S. Department of Education. (1994). Sixteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.