Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes

Autor/inn/en	Fontana, Judith L.; Scruggs, Thomas; Mastropieri, Margo A.
Titel	Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes
Quelle	In: Remedial and Special Education, 28 (2007) 6, S.345-355 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
Schlagwörter	World History; Learning Disabilities; Time on Task; Grade 10; Mnemonics; Teaching Methods; Social Studies; Mainstreaming; Inclusive Schools; Special Needs Students; History Instruction; Grade 11; High School Students; Comparative Analysis; Recall (Psychology); English (Second Language) + Suchen Sie Ihr Suchwort? Weltgeschichte; Learning handicap; Lernbehinderung; Zeitaufwand; Mnemotechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; History lessons; Geschichtsunterricht; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	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. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10