Abstract
The primary purpose of this study was to determine the effectiveness of the keyword mnemonic technique with special populations. To accomplish this purpose, eight states and capitals were randomly selected to teach 65 second- and third-grade learning and nonlearning disabled students. The sample consisted of 31 Anglo and 34 Mexican-American students. The states and capitals were taught within groups of six students. After students demonstrated complete mastery in recall during the training phase, they were individually tested on recall of the name of the capital when supplied with the name of the state. The students were tested on immediate, 24-hour, and 48-hour recall. Analysis of the data was performed by using the Mann-Whitney U Test of Significance. Results indicate a significant difference in immediate and delayed recall between learning disabled and nondisabled children. Anglo and Mexican-American students differed significantly in their immediate recall of the capitals. There was no significant difference in 24- and 48-hour recall.
DeLong, Vickie Woo (1984). The keyword approach in teaching concrete constructs to learning disabled and nonlearning disabled children. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -407009.