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Effects of the Keyword Mnemonic Strategy on Vocabulary Acquisition and Maintenance by Learning Disabled Children

Maria M. Condus received her PhD in Special Education from Southern Illinois University in 1985. She is currently a program evaluator for the Department of Special Needs in the Chicago Public School system. Her research activities have focused on educational applications of mnemonic strategies with mildly handicapped students.

Kathleen J. Marshall

Kathleen J. Marshall received her PhD in Special Education from the University of Virginia in 1983. She is now an Assistant Professor in the Department of Educational Psychology at the University of South Carolina. Her primary research interests include classroom applications of cognitive behavior modification procedures and specific academic task strategies with children having learning and/or behavioral disabilities.

Sidney R. Miller

Sidney R. Miller received his PhD in Special Education from The Pennsylvania State University in 1974. Currently, he is a Professor of Special Education at Southern Illinois University at Carbondale. His research interests include the use of cognitive strategies in academic instruction and social skills training programs for severely disabled adolescents. Address: Sidney R Miller, PhD, Department of Special Education, Southern Illinois University, Carbondale, IL 62901.

Sixty-four 12-year-old students identified as learning disabled poor readers were participants in a study designed to test the efficacy of using an imposed keyword strategy to teach 50 word meanings. Based on a measure of receptive language, 32 students with "high" and 32 with "low" receptive vocabularies were assigned randomly to one of four conditions: keyword-image, picture context, sentence-experience context, or control. Seven learning disabilities teachers were responsible for instructing all four methods to appropriate students. Vocabulary items were presented 10 at a time over a 5-week period, and definition recall was assessed during four time phases on a multiple-choice test. Results of the three-way ANCOVA indicated that keyword condition students significantly outperformed students assigned to all other conditions. In addition, students taught via the keyword method recalled significantly more word meanings during the initial time phase and maintained significantly higher levels of vocabulary achievement 10 weeks after treatment had ended.

Journal of Learning Disabilities, Vol. 19, No. 10, 609-613 (1986)
DOI: 10.1177/002221948601901006


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