Using Mnemonic Strategies to Teach Information about U.S. Presidents: A Classroom-Based Investigation

Abstract

Over a six-week period, students with learning disabilities in an inner-city middle school were taught the chronological orders of 32 U.S. presidents. For three weeks, they were taught using a modified mnemonic keyword-pegword strategy. For the next three weeks, they were taught using rehearsal and representational pictures. Two weeks subsequent to the six-week instructional period, students were given a delayed posttest in which they were asked to provide the numerical order of the president, given a president name; and the president's name, given the numerical order. Results revealed a significant main effect for instructional condition and a significant condition-by-response interaction, suggesting that information was processed differently, depending on instructional condition. Implications for classroom instruction are provided.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 32 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.