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Abstract

Sixty-four 12-year-old students identified as learning disabled poor readers were participants in a study designed to test the efficacy of using an imposed keyword strategy to teach 50 word meanings. Based on a measure of receptive language, 32 students with “high” and 32 with “low” receptive vocabularies were assigned randomly to one of four conditions: keyword-image, picture context, sentence-experience context, or control. Seven learning disabilities teachers were responsible for instructing all four methods to appropriate students. Vocabulary items were presented 10 at a time over a 5-week period, and definition recall was assessed during four time phases on a multiple-choice test. Results of the three-way ANCOVA indicated that keyword condition students significantly outperformed students assigned to all other conditions. In addition, students taught via the keyword method recalled significantly more word meanings during the initial time phase and maintained significantly higher levels of vocabulary achievement 10 weeks after treatment had ended.

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Effects of the Keyword Mnemonic Strategy on Vocabulary Acquisition and Maintenance by Learning Disabled Children

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