What is the evidence base? A strong level of evidence based on a high quality meta-analysis of 20 intervention studies including 15 multiple-group designs and 5 single subject designs.
With whom was it implemented?
What is the practice and where is the best place to find out how to do this practice: Mnemonics can include strategies such as:
For Mnemonic Research to Practice Lesson Plan Starters, see:
Where has it been implemented?
References used to establish this evidence base:
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, 23(1), 1-10.
Additional References:
Brigham, F. J., Scruggs, T. E., & Mastropieri, M. A. (1995). Elaborative maps for enhancing learning of historical information: Uniting spatial, verbal, and imaginal information. Journal of Special Education, 28, 440-460.
King-Sears, M. E., Mercer, C. D., & Sindelar, P. T. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education, 13, 22-33.
Laufenberg, R., & Scruggs, T. E. (1986). Effects of a transformational mnemonic strategy to facilitate digit span recall by mildly handicapped students. Psychological Reports, 58, 811-820.
Mastropieri, M. A., & Scruggs, T. E. (1988). Increasing content area learning of learning disabled students: Research implementation. Learning Disabilities Research, 4, 17-25.
Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Brigham, F. J. (1992). A complex mnemonic strategy for teaching states and their capitals: Comparing forward and backward associations. Learning Disabilities Research & Practice, 7, 96-103.
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, 18, 94-100.
Mastropieri, M. A., Scruggs, T. E., & Levin, J. R. (1985). Mnemonic strategy instruction with learning disabled adolescents. Journal of Learning Disabilities, 18, 94-100.
Mastropieri, M. A., Scruggs, T. E., & Levin, J. R. (1986). Direct vs. mnemonic instruction: Relative benefits for exceptional learners. The Journal of Special Education, 20, 299-308.
Mastropieri, M. A., Scruggs, T. E., & Levin, J. R. (1987). Learning disabled students' memory for expository prose: Mnemonic versus nonmnemonic pictures. American Educational Research Journal, 24, 505-519.
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