SAT Vocabulary Instruction for High School Students with Learning Disabilities

A teacher wanted to know whether mnemonic strategies would be useful for high school students with learning disabilities. Over a 6-week period, this teacher taught the students SAT vocabulary words using either a traditional instructional approach or pictorial mnemonic keyword strategies she had dev...

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Bibliographic Details
Published in:Intervention in school and clinic 2004-05, Vol.39 (5), p.288-294
Main Authors: Terrill, M. Catherine, Scruggs, Thomas E., Mastropieri, Margo A.
Format: Article
Language:English
Subjects:
Achievement tests
Grade 10
High School Students
High schools
Language instruction
Learning Disabilities
Learning disabled students
Mnemonics
SAT
Scholastic Aptitude Test
Secondary school students
Standardized Tests
Teaching Methods
USA
Vocabulary
Vocabulary Development
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Summary:A teacher wanted to know whether mnemonic strategies would be useful for high school students with learning disabilities. Over a 6-week period, this teacher taught the students SAT vocabulary words using either a traditional instructional approach or pictorial mnemonic keyword strategies she had developed. At the end of the instructional period, the students had learned 92% of the words under mnemonic instruction but only 49% of the words under the more traditional approach. Implications for vocabulary instruction of high school students with learning disabilities are discussed.
ISSN:1053-4512
1538-4810
DOI:10.1177/10534512040390050501