{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5939"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5939","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"The Use of Mnemonic Training as a Strategy for Teaching Spelling to Learning Disabled Sixth, Seventh, and Eighth Grade Students","abstract":"This study investigates potential differences in evaluated/applied spelling ability between learning disabled (LD) students instructed via a mnemonic approach versus those who received traditional instruction. Thirty-one 6th, 7th, and 8th grade LD students were divided into two groups—a mnemonic group of eight boys and four girls, and a non-mnemonic control group of ten boys and nine girls. The researcher used the Test of Written Spelling (TWS) as a pre-test measure to determine that there was no significant difference between the two groups in initial spelling ability. The mnemonic group attended eight sessions in which researchers instructed them in a modified version of Bellezza’s keyword method/associative learning technique. Sessions took place on eight consecutive days, with each session lasting one-half hour, for a total of four hours instruction. Both groups then received individualized word lists for ten consecutive weeks. The mnemonic group was instructed to apply the technique when studying while the non-mnemonic group used more traditional study methods to prepare for their weekly spelling tests. Researchers found that the mnemonic group did not perform significantly better on the two post-test evaluations than the non-mnemonic group. However, students expressed increased pleasure in using the mnemonic study method as a creative alternative to traditional rote methods.","abstract_html":"This study investigates potential differences in evaluated/applied spelling ability between learning disabled (LD) students instructed via a mnemonic approach versus those who received traditional instruction. Thirty-one 6th, 7th, and 8th grade LD students were divided into two groups—a mnemonic group of eight boys and four girls, and a non-mnemonic control group of ten boys and nine girls. The researcher used the Test of Written Spelling (TWS) as a pre-test measure to determine that there was no significant difference between the two groups in initial spelling ability. The mnemonic group attended eight sessions in which researchers instructed them in a modified version of Bellezza’s keyword method/associative learning technique. Sessions took place on eight consecutive days, with each session lasting one-half hour, for a total of four hours instruction. Both groups then received individualized word lists for ten consecutive weeks. The mnemonic group was instructed to apply the technique when studying while the non-mnemonic group used more traditional study methods to prepare for their weekly spelling tests. Researchers found that the mnemonic group did not perform significantly better on the two post-test evaluations than the non-mnemonic group. However, students expressed increased pleasure in using the mnemonic study method as a creative alternative to traditional rote methods.","abstract_has_math":false,"creators":["Battaglia, Cynthia M."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1986,"date_issued":"1986-05-01","date_published":"1986-05-01","updated_at":"2026-07-27T19:02:37Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5939","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Battaglia, Cynthia M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T22:04:52Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T22:04:52Z"]},{"key":"dc:date.issued","label":"Date","values":["1986-05-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5939"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Repository staff provided abstract to aid in discovery."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study investigates potential differences in evaluated/applied spelling ability between learning disabled (LD) students instructed via a mnemonic approach versus those who received traditional instruction. Thirty-one 6th, 7th, and 8th grade LD students were divided into two groups—a mnemonic group of eight boys and four girls, and a non-mnemonic control group of ten boys and nine girls. The researcher used the Test of Written Spelling (TWS) as a pre-test measure to determine that there was no significant difference between the two groups in initial spelling ability. The mnemonic group attended eight sessions in which researchers instructed them in a modified version of Bellezza’s keyword method/associative learning technique. Sessions took place on eight consecutive days, with each session lasting one-half hour, for a total of four hours instruction. Both groups then received individualized word lists for ten consecutive weeks. The mnemonic group was instructed to apply the technique when studying while the non-mnemonic group used more traditional study methods to prepare for their weekly spelling tests. Researchers found that the mnemonic group did not perform significantly better on the two post-test evaluations than the non-mnemonic group. However, students expressed increased pleasure in using the mnemonic study method as a creative alternative to traditional rote methods."]},{"key":"dc:title","label":"Title","values":["The Use of Mnemonic Training as a Strategy for Teaching Spelling to Learning Disabled Sixth, Seventh, and Eighth Grade Students"]}]}],"canonical_facts":{"dc:creator":["Battaglia, Cynthia M."],"dc:date.accessioned":["2021-09-07T22:04:52Z"],"dc:date.available":["2021-09-07T22:04:52Z"],"dc:date.issued":["1986-05-01"],"dc:description":["Repository staff provided abstract to aid in discovery."],"dc:description.abstract":["This study investigates potential differences in evaluated/applied spelling ability between learning disabled (LD) students instructed via a mnemonic approach versus those who received traditional instruction. Thirty-one 6th, 7th, and 8th grade LD students were divided into two groups—a mnemonic group of eight boys and four girls, and a non-mnemonic control group of ten boys and nine girls. The researcher used the Test of Written Spelling (TWS) as a pre-test measure to determine that there was no significant difference between the two groups in initial spelling ability. The mnemonic group attended eight sessions in which researchers instructed them in a modified version of Bellezza’s keyword method/associative learning technique. Sessions took place on eight consecutive days, with each session lasting one-half hour, for a total of four hours instruction. Both groups then received individualized word lists for ten consecutive weeks. The mnemonic group was instructed to apply the technique when studying while the non-mnemonic group used more traditional study methods to prepare for their weekly spelling tests. Researchers found that the mnemonic group did not perform significantly better on the two post-test evaluations than the non-mnemonic group. However, students expressed increased pleasure in using the mnemonic study method as a creative alternative to traditional rote methods."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5939"],"dc:language.iso":["en_US"],"dc:title":["The Use of Mnemonic Training as a Strategy for Teaching Spelling to Learning Disabled Sixth, Seventh, and Eighth Grade Students"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:02:37Z"}