The use of mnemonics to learn and remember information holds promise for students with learning and memory problems. Keyword mnemonics were used in two of three instructional procedures taught to students with mild handicaps in this study. Students were required to learn and remember definitions of previously unfamiliar science terms. Systematic teaching, an imposed keyword method, and an induced keyword method (taught by using the IT FITS strategy) were compared. Favorable results for imposed and induced keyword methods were obtained. Implications for teaching strategies that increase students' opportunities for independent success in content curricula are discussed, as well as active involvement of students in the learning process.
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