Abstract
This article describes one teacher's application of mnemonic strategy instruction in her inclusive, 4th-grade social studies class. The teacher describes how the strategy was employed to promote recall of academic content, the effectiveness of the intervention, and students' views of mnemonic instruction. This intervention is then discussed with respect to the findings of previous instructional research using mnemonic strategies.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have