Mnemonic Multiplication Fact Instruction for Students With Learning Disabilities

Abstract

Mnemonic instruction has been shown to improve memory and learning in a variety of academic subjects involving semantic memory in students with learning disabilities (LD). The purpose of this study was to broaden the application of this instructional intervention to an academic task involving mathematics memory. Twenty-three elementary and middle school students with LD were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results of the study revealed that mnemonic training enhances learning and that the benefits of mnemonic instruction are retained over time. Mnemonic interventions may prove helpful in building foundation skills needed by students with LD for performing more advanced mathematical operations.