Date of Award

4-1996

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

First Advisor

not legible

Second Advisor

Arthur E. Smith

Third Advisor

Patricia E. Baker

Abstract

This descriptive case study examined the effects of instruction in a

systematic method of vocabulary instruction which included a mnemonic

component on the fifteen-year-old learning disabled female with memory

deficits. The researcher and subject met for nine forty-five minute sessions

over a period of four weeks. At the end of the study, changes in the subject

included increased self confidence about her ability to learn vocabulary

independently. She gained the confidence to volunteer vocabulary related

answers in another class, a behavior which the subject reported was something

she would not have previously done. She was able to write definitions for 21

out of 27 words which were previously unfamiliar to her. The subject was also

able to select the correct word for a fill-in exercise for the remaining six words

for which instruction time was limited. A post hoc test administered three

months after the end of the study revealed that the subject remembered 19 of

the 26 words studied. All words for which she had created mnemonic devices

were among those remembered.

Instructional implications of this study include a recommendation that time

devoted to teaching a method for learning vocabulary may be beneficial for

disabled learners. Situational examples of new vocabulary in context were

recommended to facilitate faster word learning.

Recommendations for future research in this area included an extended

length of time to practice using the system with supervision to increase the

likelihood that subjects would be able to use the system independently.

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