Title
Mnemonics: Can You Spell It?
Document Type
Article
Publication Date
1997
Abstract
This article suggests that the use of mnemonic strategies may help learning disabled (LD) students in the area of spelling, which is of particular frustration to most LD students. It has been found that children with learning disabilities do not have a pathological difficulty with long-term memory, but rather a deficiency in the use of metacognitive strategies for memory retrieval. It has been proven that children can be taught to use mnemonic strategies to enhance long-term memory retrieval tasks. By making abstract concepts more concrete, students are better ab)e to remember content in a variety of subjects. However, there has been no research to determine whether these strategies can be used to improve the spelling skills of these students. The article suggests that mnemonic methods such as keyboard, auditory memory, and imaging may prove helpful in teaching LD students to spell. By using the principles of each method and applying it to spelling, LD students may be able to improve their long-term memory in this area. It is recommended that teachers try these methods with all ability students and that more research be done.
Recommended Citation
ERIC, ED394220.