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Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes
Judith L. Fontana
Virginia Department of Education's Training and Technical Assistance Center, jfontan1{at}gmu.edu
Thomas Scruggs
George Mason University
Margo A. Mastropieri
George Mason University
A B S T R A C T Fifty-nine students enrolled in 4 inclusive world history classes in a suburban high school participated in a within-participants research design to compare the relative effects of mnemonic strategies and direct instruction on academic performance. Regularly assigned high school teachers delivered instruction during history class periods. Keywords with interactive illustrations were alternated with direct instruction procedures to teach 2 units of world history to students in Grades 10 and 11 over a 4-week period. The results revealed no significant differences by condition or group on immediate unit tests. On the cumulative delayed recall tests, however, differences were observed by condition and group. An obtained interaction effect revealed that students for whom English was a second language scored significantly higher in the mnemonic condition, whereas no differences were observed for first-language English, general education students, or students with learning disabilities. Analysis of strategy use data revealed that students employed appropriate strategies, and observational data confirmed that student time on task was higher in the mnemonic condition. Survey data revealed general overall satisfaction with mnemonic strategies on the part of teachers and students. Implications for further research and practice are discussed.
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Remedial and Special Education, Vol. 28, No. 6,
345-355 (2007)
DOI: 10.1177/07419325070280060401
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