Abstract
In two experiments, students were taught the hardness levels of minerals according to either a keyword-pegword mnemonic, a questioning procedure, or free study. In Experiment 1, 90 ninth-grade learning disabled students were classified as relatively higher or lower reading achievers. Mnemonic students significantly outrecalled both questioning and free-study students regardless of students' achievement level. In Experiment 2, 45 nondisabled seventh-grade students participated and again, mnemonic students significantly outperformed questioning and free study students. Both present and potential benefits of mnemonic instruction for learning disabled students are discussed.
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