This article presents information on using mnemonic strategies to enhance learning and memory of students with mild disabilities. Different types of mnemonic strategies are described, including the keyword method, the pegword method, and letter strategies. Following this, a number of teachers describe their own applications of mnemonic strategies with students with learning disabilities, mild mental retardation, and emotional/behavioral disabilities. Content areas include elementary life science, secondary social studies and anatomy, elementary social studies, elementary reading vocabulary, and secondary SAT vocabulary. Finally, a middle school social studies teacher describes lessons learned from her extended experience with mnemonic strategies. A discussion of the theoretical foundations and empirical research support of mnemonic strategies also is provided.
Brigham, F.J., & Brigham, M.S.P. (2001). Current practice alerts: A focus on mnemonic instruction (Issue 5). Arlington, VA : Division for Learning Disabilities (DLD) and Division for Research (DR) of the Council for Exceptional Children.
2.
Cooney, J., & Swanson, H. ( 1987). Memory and learning disabilities: An overview. In H. L. Swanson (Ed.), Advances in learning and behavioral disabilities: Memory and learning disabilities (Suppl. 2, pp. 1-40). Greenwich, CT : JAI.
3.
Cornwall, A. ( 1992). The relationship of phonological awareness, rapid naming, and verbal memory to severe reading and spelling disability. Journal of Learning Disabilities, 25, 532-538.
4.
Forness, S.R. ( 2001). Special education and related services: What have we learned from meta-analysis? Exceptionality, 9, 185-197.
5.
Günther, T., Holtkamp, K., Jolles, J., Herpertz-Dahlmann, B., & Konrad, K. ( 2004). Verbal memory and aspects of attentional control in children and adolescents with anxiety disorders or depressive disorders. Journal of Affective Disorders, 82, 265-269.
6.
Hesiod. (1914). Hesiod: The Homeric hymns and Homerica. Cambridge, MA: Harvard University Press.
7.
Kavale, K.A., & Forness, S.R. ( 1992). Learning difficulties and memory problems in mental retardation: A meta-analysis of theoretical perspectives. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 7, pp. 177-222). Greenwich, CT: JAI.
8.
King-Sears, M.E., Mercer, C.D., & Sindelar, P. ( 1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education , 13, 22-33.
9.
Marshak, L., Mastropieri, M.A., & Scruggs, T.E. ( 2009, April). Peer tutoring with strategic mnemonic instruction in inclusive history classes: Effects for middle school students with and without disabilities. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
10.
Mastropieri, M.A., Emerick, K., & Scruggs, T.E. ( 1988). Mnemonic instruction of science concepts. Behavioral Disorders, 14, 48-56.
11.
Mastropieri, M.A., & Scruggs, T.E. ( 1988). Increasing the content area learning of learning disabled students: Research implementation. Learning Disabilities Research , 4, 17-25.
12.
Mastropieri, M.A., & Scruggs, T.E. ( 1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83-111.
13.
Mastropieri, M.A., & Scruggs, T.E. ( 1989b). Mnemonic social studies instruction: Classroom applications . Remedial and Special Education, 10(3), 40-46.
14.
Mastropieri, M.A., & Scruggs, T.E. ( 2009). The inclusive classroom: Strategies for effective differentiated instruction (4th ed.). Upper Saddle River, NJ: Prentice Hall.
15.
Mastropieri, M.A., Scruggs, T.E., Bakken, J.P., & Whedon, C. ( 1997). Using mnemonic strategies to teach information about U.S. presidents: A classroom-based investigation. Learning Disability Quarterly, 20, 13-21.
16.
Mastropieri, M.A., Scruggs, T.E., & Fulk, B.J.M. ( 1990). Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension. Journal of Learning Disabilities , 23, 92-96.
17.
Mastropieri, M.A., Scruggs, T.E., & Levin, J.R. ( 1985). Maximizing what exceptional students can learn: A review of research on the keyword method and related mnemonic techniques. Remedial and Special Education, 6(2), 39-45.
Mastropieri, M.A., Scruggs, T.E., Whittaker, M.E.S., & Bakken, J.P. ( 1994). Applications of mnemonic strategies with students with mental disabilities. Remedial and Special Education, 15(1), 34-43.
20.
Mastropieri, M.A., Sweda, J., & Scruggs, T.E. ( 2000). Putting mnemonic strategies to work in an inclusive classroom . Learning Disabilities Research & Practice, 15, 69-74.
21.
McLoone, B.B., Scruggs, T.E., Mastropieri, M.A., & Zucker, S.F. ( 1986). Memory strategy instruction and training with LD adolescents . Learning Disabilities Research, 2, 45-53.
22.
Rohwer, W.D., Jr., Raines, J.M., Eoff, J., & Wagner, M. ( 1977). The development of elaborative propensity in adolescence . Journal of Experimental Child Psychology, 23, 472-492.
23.
Scruggs, T.E., & Mastropieri, M.A. (1989). Reconstructive elaborations: A model for content area learning. American Educational Research Journal, 26, 311-327.
24.
Scruggs, T.E., & Mastropieri, M.A. (1990). Mnemonic instruction for learning disabled students: What it is and what it does. Learning Disability Quarterly, 13, 271-281.
25.
Scruggs, T.E., & Mastropieri, M.A. (1992). Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization. Exceptional Children, 58, 219-229.
26.
Scruggs, T.E., & Mastropieri, M.A. (2000). The effectiveness of mnemonic instruction for students with learning and behavior problems: An update and research synthesis. Journal of Behavioral Education, 10, 163-173.
27.
Scruggs, T.E., & Mastropieri, M.A. (in press). Teaching students with high incidence disabilities. In M. Tankersley & B. Cook (Eds.), Effective practices in special education. Upper Saddle River, NJ: Pearson Education.
28.
Scruggs, T.E., Mastropieri, M.A., & Levin, J.R. ( 1987). Implications of mnemonic strategy for theories of learning disabilities. In H. L. Swanson (Ed.), Advances in learning and behavioral disabilities: Memory and learning disabilities (pp. 225-244). Greenwich, CT: JAI.
29.
Seguin, J.R., Pihl, R.O., Harden, P.W., Tremblay, R.E., & Boulerice, B. ( 1995). Cognitive and neuropsychological characteristics of physically aggressive boys. Journal of Abnormal Psychology, 104, 614-624.
30.
Terrill, C., Scruggs, T.E., & Mastropieri, M.A. (2004). SAT vocabulary instruction for high school students with learning disabilities. Intervention in School and Clinic, 39, 288-294.
31.
Uberti, H.Z., Scruggs, T.E., & Mastropieri, M.A. (2003). Keywords make the difference! Mnemonic instruction in inclusive classrooms. Teaching Exceptional Children, 3(3), 56-61.
Wertlieb, E.C. ( 1992). Automatic and purposive semantic processing in learning disabled individuals. Journal of Special Education, 23, 450-462.
34.
Wolgemuth, J.R., Cobb, R.B., & Alwell, M. ( 2008). The effects of mnemonic interventions on academic outcomes for youth with disabilities: A systematic review. Learning Disabilities Research & Practice, 23, 1-10.
35.
Yates, R.A. ( 1966). The art of memory. Chicago, IL: University of Chicago Press.
