Provides examples of acronym mnemonics that have been used successfully to improve the math performance of students with learning disabilities
Get full access to this article
View all access options for this article.
References
1.
Belleza, F. S. (1981). Mnemonic devices: Classification, characteristics, and criteria. Review of Educational Research, 51, 247–275.
2.
Case, L. P., &Harris, K. R. (1988, April). Self-instructional strategy training: Improving mathematical problem solving skills of learning disabled students.Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
3.
De Corte, E., &Verschaffel, L. (1981). Children's solution processes in elementary arithmetic problems: Analysis and improvement. Journal of Educational Psychology, 73, 765–779.
4.
Fleischner, J. E., Garnett, K., &Shepherd, M. J. (1982). Proficiency in arithmetic basic facts computation of learning disabled and nondisabled children. Focus on Learning Problems in Mathematics, 4(2), 47–56.
5.
Hudson, P. J., Peterson, S. K., Mercer, C. D., &McLeod, P. (1988). Place value instruction. Teaching Exceptional Children, 20(3), 72–73.
6.
Lee, W. M., &Hudson, F. G. (1981). A comparison of verbal problem-solving in arithmetic of learning disabled and non-learning disabled seventh grade males. (Research Report No. 43). Lawrence: Institute for Research in Learning Disabilities, University of Kansas.
7.
Mastropieri, M. A. (1983). Mnemonic strategy instruction with learning disabled adolescents. Unpublished doctoral dissertation, Arizona State University, Tempe.
8.
Mastropieri, M. A., &Scruggs, T. E. (1989). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83–111.
9.
Mercer, C. D. (1992). Students with learning disabilities (4th ed.). New York: Merrill.
10.
Mercer, C. D., &Miller, S. P. (1992a). Teaching students with mild disabilities to acquire, understand, and apply basic math facts. Remedial and Special Education, 13(3), 19–35, 61.
11.
Mercer, C. D., &Miller, S. P. (1992b). Multiplications facts 0–81.Lawrence, KS: Edge Enterprises.
12.
Mercer, C. D., &Miller, S. P. (1993). Division facts 0–81.Lawrence, KS: Edge Enterprises.
13.
Miller, S. P., &Mercer, C. D. (1991a). Addition facts 0–9.Lawrence, KS: Edge Enterprises.
14.
Miller, S. P., &Mercer, C. D. (1991b). Subtraction facts 0–9.Lawrence, KS: Edge Enterprises.
15.
Miller, S. P., Mercer, C. D., &Dillon, A. (1992). Teaching students with learning problems to acquire and retain math skills. Intervention in School and Clinic, 28, 105–110.
16.
Montague, M., &Bos, C. S. (1986). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19, 26–33.
17.
Nuzum, M. (1983). The effects of a curriculum based on the information processing paradigm on the arithmetic problem solving performance of four learning disabled students. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
18.
Peterson, S. K., Mercer, C. D., &O'Shea, L. (1988). Teaching learning disabled children place value using the concrete to abstract sequence. Learning Disabilities Research, 4(1), 52–56.
19.
Pressley, M., Levin, J., &Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61–91.
20.
Russell, R., &Ginsburg, H. (1984). Cognitive analysis of children's mathematical difficulties. Cognition and Instruction, 1, 217–244.
21.
Scruggs, T. E., &Mastropieri, M. A. (1989). Mnemonic instruction of learning disabled students: A field-based investigation. Learning Disability Quarterly, 12, 119–125.
22.
Scruggs, T. E., &Mastropieri, M. A. (1990). Mnemonic instruction for students with learning disabilities: What it is and what it does. Learning Disability Quarterly, 13, 271–280.
23.
Snyder, K. (1988). RIDGES: A problem-solving math strategy. Academic Therapy, 23, 262–263.
24.
Veit, D., Scruggs, T. E., &Mastropieri, M. A. (1986). Extended mnemonic instruction with learning disabled students. Journal of Educational Psychology, 78, 300–308.
25.
Watanabe, A. (1991). The effects of a mathematical word problem solving strategy on problem solving performance by middle school students with mild disabilities. Unpublished doctoral dissertation, University of Florida, Gainesville.