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Mnemonic Social Studies Instruction: Classroom Applications

Margo A. Mastropieri, received her PhD in special education from Arizona State University in 1983. Her research interests are in the area of instructional strategies with mildly handicapped students, research synthesis, and teacher effectiveness. She is currently an assistant professor in the Special Education Section, Department of Education, Purdue University, West Lafayette, Indiana.

Thomas E. Scruggs, PhD

Thomas E. Scruggs, received his PhD in special education from Arizona State University in 1982. His research interests include mnemonic strategy instruction, meta-analysis, and content area instruction. He is currently an associate professor in the Special Education Section, Department of Education, Purdue University, West Lafayette, Indiana.

Seventeen mildly handicapped elementary grade students from three special education classes were taught information relevant to two chapters from a social studies textbook. All students received mnemonic instruction for one chapter, and more traditional, textbook-based instruction for the other chapter. Chapter order and experimental condition were counterbalanced to control for possible influences from order of presentation or chapter difficulty. Each chapter was taught daily over a period of 1 week, in each of the three classrooms. Chapter tests were given at the end of the week (immediate), and 1 week later (delayed). Analysis of the results revealed that under mnemonic instruction conditions, students performed significantly (and substantially) higher on both immediate and delayed chapter tests than under traditional instruction conditions. Implications for mnemonic instruction of mildly handicapped students are discussed.

Remedial and Special Education, Vol. 10, No. 3, 40-46 (1989)
DOI: 10.1177/074193258901000308


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