Effectiveness of Mnemonic Instructions on the Thinking Strategies of Children with Learning Disability

Abstract

Background: Mnemonic instruction has great effect on thinking strategies of children with learning disability (dyslexia). The same has been reported by the number of research studies. Objective: The present study was conducted to find out effectiveness of mnemonics on thinking pattern of Children with Learning Disability (9-11 Years). Sample: For this research work, investigators have selected, sample of 30 children, with the help of purposive sampling technique, diagnosed with learning disorder (reading & writing). The total sample was divided into experimental (20) and control (10) group. The study took place over a period of three months. Design: The first group was experimental group in which a meeting with the teachers was conducted before treatment initiation to review the training procedure. Tool: To measure the thinking strategies among children with learning disability, the test of thinking Strategies developed by Mehta, S. (2011) was used. Results: During the meeting suggestions regarding the procedures were incorporated. The five primary teachers were provided a formal training of ten days and training notebook containing mnemonic instruction manual. The instruction manual was developed by the investigators according to their regular classroom curriculum with the help of their teachers. Conclusion: Findings concluded that mnemonic instructions have greater significance in developing and enhancing memory, reasoning, and concept and problem solving skills of learning disabled children as compared to regular classroom teaching instructions. Keywords: Mnemonic instructions, thinking strategies, children with learning disability