### 抄録

This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13-to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.

元の言語 | English |
---|---|

ページ（範囲） | 137-156 |

ページ数 | 20 |

ジャーナル | Learning Disability Quarterly |

巻 | 23 |

発行部数 | 2 |

出版物ステータス | Published - 2000 3 |

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### ASJC Scopus subject areas

- Rehabilitation
- Education
- Health Professions(all)
- Behavioral Neuroscience

### これを引用

*Learning Disability Quarterly*,

*23*(2), 137-156.

**The use of process mnemonics in teaching students with mathematics learning disabilities.** / Manalo, Emmanuel; Bunnell, Julie K.; Stillman, Jennifer A.

研究成果: Article

*Learning Disability Quarterly*, 巻. 23, 番号 2, pp. 137-156.

}

TY - JOUR

T1 - The use of process mnemonics in teaching students with mathematics learning disabilities

AU - Manalo, Emmanuel

AU - Bunnell, Julie K.

AU - Stillman, Jennifer A.

PY - 2000/3

Y1 - 2000/3

N2 - This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13-to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.

AB - This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13-to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.

UR - http://www.scopus.com/inward/record.url?scp=0034145485&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0034145485&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:0034145485

VL - 23

SP - 137

EP - 156

JO - Learning Disability Quarterly

JF - Learning Disability Quarterly

SN - 0731-9487

IS - 2

ER -