Vocabulary acquisition by mentally retarded students under direct and mnemonic instruction.
Am J Ment Defic
; 89(5): 546-51, 1985 Mar.
Article
em En
| MEDLINE
| ID: mdl-3993698
ABSTRACT
Twenty EMR junior-high-school students learned the definitions of unfamiliar English vocabulary words under either direct instruction or mnemonic instruction in a crossover design. When in the mnemonic-instruction condition, students remembered 50% more vocabulary definitions than when they were in the direct-instruction condition. Only three of the 20 students failed to exhibit superior performance when in the mnemonic instruction condition. Supplementary analysis of the response data revealed distinctly different error patterns in the two instructional conditions. In particular, far more intralist intrusions were associated with direct instruction. Implications of these results were discussed.
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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Vocabulário
/
Educação de Pessoa com Deficiência Intelectual
/
Deficiência Intelectual
Limite:
Adolescent
/
Child
/
Female
/
Humans
/
Male
Idioma:
En
Ano de publicação:
1985
Tipo de documento:
Article