Direct Vs. Mnemonic Instruction: Relative Benefits for Exceptional Learners

Abstract

In two experiments, students learned the hardness levels of minerals via either direct instruction or a pictorial mnemonic technique. In Experiment 1, the subjects were 56 learning-disabled high school students who were taught one of the methods in small groups. In Experiment 2, the subjects were eight educable mentally retarded junior high school students who were individually administered both methods in a crossover design. In both experiments, students given mnemonic instruction substantially outperformed direct instruction subjects.

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