Effects of two types of memory strategy instruction and training on vocabulary acquisition of learning disabled (LD) adolescents were investigated. Sixty seventh and eighth-grade LD students were randomly assigned to two types of instruction, mnemonic or directed rehearsal. In the training task, students were instructed by the experimenter using the condition-specific strategy. In the transfer task, subjects received training in the independent use of the strategy in which they had been instructed previously. Results indicated the following: (a) subjects instructed in training task in the mnemonic method significantly outperformed subjects instructed in the directed rehearsal strategy, (b) in the transfer task, subjects trained in the mnemonic condition significantly outperformed subjects trained In the directed rehearsal condition when using the strategies independently, (c) proportions of subjects who did and did not train to criterion in both conditions for the transfer task did not differ significantly, and (d) proportions of subjects who did and did not exhibit verbal responses indicating employment of the strategy in which they had been trained in both conditions of the transfer task did not differ significantly.
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