The Effectiveness of Mnemonic Instruction for Students with Learning and Behavior Problems: An Update and Research Synthesis

By T. Scruggs, Margo Mastropieri. 2000

113 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6e287de1d00765fa4df4f98b4b8ac5a9e9dc234e

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis (2010, methodology): “Very high mean effects were observed for the use of mnemonic instructional techniques, including the keyword method and the pegword method (Scruggs & Mastropieri, 2000).”
Science Learning in Special Education: The Case for Constructed Versus Instructed Learning (2007, methodology): “In a synthesis of all mnemonic strategy research, we (Scruggs & Mastropieri, 2000) reported that in the area of science, 13 studies yielded a mean effect size of 1.59 (SD = 0.93).”
Self-Determination and Access to the General Education Curriculum (2008, background): “…interaction with and progress in the general education curriculum for students with learning disabilities (Guastello, Beasley, & Sinatra, 2000; Scruggs & Mastropieri, 2000); (d) the impact of teaching students directed learning strategies (e.g., selfmonitoring, self-evaluation, or…”
Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, background): “Scruggs and Mastropieri (2000) conducted an important body of research on teaching mnemonic strategies to assist struggling students to learn and remember academic content.”
Teaching strategies and approaches for pupils with special educational needs: a scoping study (2004, background): “…one-to-one instruction in isolated settings is relatively rare in this field, except for certain specific approaches such as training in ‘mnemonics’ or memoryenhancing strategies for children with a range of general and specific learning and behavioural difficulties (Scruggs and Mastropieri, 2000).”
Science Education and Students with Learning Disabilities (2011, background): “The effect size for mnemonic instruction in the area of science was 1.59 with a standard deviation of 0.93 (Scruggs & Mastropieri, 2000).”