Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence
Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence
复制标题
助记策略：基于证据的实践和基于实践的证据
DOI：
10.1177/1053451210374985
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发表时间：
2010
影响因子：
0.8
通讯作者：
Lisa Marshak
中科院分区：
文献类型：
--
作者：
T. Scruggs;M. Mastropieri;Sheri Berkeley;Lisa Marshak
本文介绍了使用助记策略来提高轻度残疾学生的学习和记忆的信息。介绍了不同类型的助记策略，包括关键字方法、pegword方法和字母策略。在此之后，一些教师描述了他们对有学习障碍、轻度智力迟钝和情绪/行为障碍的学生使用记忆策略的情况。内容领域包括初级生命科学、二级社会研究和解剖学、初级社会研究、初级阅读词汇和二级SAT词汇。最后，一位中学社会研究老师描述了她从记忆策略的长期经验中学到的教训。本文还讨论了记忆策略的理论基础和实证研究支持。
This article presents information on using mnemonic strategies to enhance learning and memory of students with mild disabilities. Different types of mnemonic strategies are described, including the keyword method, the pegword method, and letter strategies. Following this, a number of teachers describe their own applications of mnemonic strategies with students with learning disabilities, mild mental retardation, and emotional/behavioral disabilities. Content areas include elementary life science, secondary social studies and anatomy, elementary social studies, elementary reading vocabulary, and secondary SAT vocabulary. Finally, a middle school social studies teacher describes lessons learned from her extended experience with mnemonic strategies. A discussion of the theoretical foundations and empirical research support of mnemonic strategies also is provided.