Pneumonic instruction

7/30/2019 Pneumonic instruction

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USING MNEMONICINSTRUCTION TOTEACH READING


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Using Mnemonic Instruction To Teach Reading

What Is Mnemonic Instruction?

Mnemonic instruction is a set of strategies designed to help students improvetheir memory of new information. Mnemonics instruction links new informa-tion to prior knowledge through the use of visual and/or acoustic cues. Thesestrategies have been proven effective with students at a wide range of abilitylevels (gifted, normally achieving, and those with mild and moderate disabili-ties) and at all grade levels. Mnemonics are particularly helpful in teachingstudents with disabilities who have difficulty recalling verbal and content-areainformation, as they are effective with any type of verbal content.

There are three basic types of mnemonic strategies: Keyword A keyword is a familiar word that sounds similar to the word oridea being taught. Keywords are generally used with an illustration of sometype. The teacher creates a picture or other graphic that links the old andnew information in the students memory. For example, a mnemonic for re-membering the definition of the word carline (meaning witch) might be adrawing of a witch driving a car.

Pegword Pegwords refer to a set of rhyming words that are used to rep-resent numbers. For example, the pegword for one is bun. Pegwords areused to help students remember information involving numbers or other infor-mation in a particular order.

Letter Letter strategies include acronyms and acrostics (or sentencemnemonics). For example, the acronym HOMES can be used to help stu-dents remember the names of the Great Lakes (Huron, Ontario, etc.). Acros-tics are sentences in which the first letters of the words correspond to the firstletters of the information students are expected to remember. For example,Every Good Boy Does Fine is commonly used to help music students re-member the notes on the lines of the treble clef.

What does it look like for reading?

Of the three types of mnemonic strategies, letter strategies and keywords are used more oftenin teaching reading. A combination of letter strategies and keywords can sometimes be usedas well, as in the following example. The purpose of using mnemonics in teaching reading isgenerally to teach either letters and letter sounds (phonemics) or to teach vocabulary.


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How is it implemented?

In teaching new content, good teachers not only tell their students what is important to remem-ber, they give them ways to remember it. Teachers must:

Create the mnemonics themselves and must be explicit in their instruction, tellingstudents, for example, [H]ere is a good way to remember this.

Go through the specific steps involved in using the mnemonic to show students howto use it to retrieve information.

Practice all the steps of the strategies with the students, until they can practice themindependently and retrieve the information correctly.

See the references at the end of this brief for resources on combining mnemonics, using themwith varying levels of student independence and teacher support, and using them with otherteaching techniques.

There is no need to be an accomplished illustrator to create the illustrations or other graphicsused in some mnemonics. Simple drawings or clip art can be used, as in the example below.Most word-processing software offers a wide selection of clip art, and there are Web sites of-fering free or inexpensive clip art. And most mnemonics can be used without pictorial illustra-tions. The references at the end of this brief provide some sources teachers can use in devel-oping mnemonics and accompanying illustrations.

This strategy is based on linking new information (inthis case, letter sounds) to keywords that are alreadyencoded in the memory. This mnemonic is probablyfamiliar to teachers and students alike. Students aretaught to associate the letter or its sound with a pic-ture. For example, A and an apple. In this example,the teacher pairs the letter or sound for A with avisual cue of an apple

so that students will be able to more easily remember

that particular letter sound.

Letter/Keyword Strategy

Example of Keyword Strategy

C = cake

D = dog

B = boy


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Letter Strategy

As shown above, letter strategies involve the use of acronyms and acrostics (sentence mne-monics). One acronym that can be used in teaching reading comprehension is PARTS, which isan effective instructional strategy for teaching students to peruse a reading passage to improve

their comprehension. This strategy is especially effective for students with mild and moderatedisabilities. As with all mnemonics, teachers will need to model the strategy to students and gothrough the steps of the mnemonic repeatedly, until the students can use it independently.

Example of Letter Strategy(PARTS)

P erform goal settingClarify why you are analyzing the chapter partsIdentify a goal related to this reason

Make a positive self-statement

A nalyze little parts (title, headings, visuals, and words)Explain the information indicated by the partPredict what the section under the part is aboutTie the parts together

R eview big parts (introduction and summary)Search for signal words that indicate main ideasDecide what the author thinks is importantRelate new information to what you already knowParaphrase the main messages

T hink of questions you hope will be answeredCheck questions provided by the chapterIdentify your own questions

S tate relationshipsHow does the chapter relate to the unit?How does the chapter relate to what you already know?

(Ellis, 1993)


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References

Ehren, Barbara J. (2005). MnemonicDevices. University of Kansas Center for Researchon Learning. http://itc.gsu.edu/academymodules/a304/support/xpages/

a304b0_20600.html

Ellis, Edwin (1993). Integrating Strategy Instruction: A Potential Model for TeachingContent Area Subjects to Adolescents with Learning Disabilities. Journal of LearningDisabilities 26, 6, 358-383.

Scruggs, T.E. & Mastropieri, M. A. Teaching Tutorial: Mnemonic Instruction.www.teachingld.org

Other Web Resources

Alert 5: Mnemonic Instruction. www.teachingld.org

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For additional information on this or other topics, please contact The

Access Center at [email protected].

We also would like to draw on your expertise and experiences in provid-

ing access to the general education curriculum. Please share your experi-

ences and success stories with the Access Center by sending them to the

address or e-mail below.

We look forward to hearing from you.

The Access Center: Improving Outcomes for All Students K-8

Hosted at the American Institutes for Research1000 Thomas Jefferson St. NW, Washington, DC 20007

Ph: 202-403-5000 TTY: 877-334-3499 Fax: 202-403-5001

e-mail: [email protected] website: www.k8accesscenter.org
http://itc.gsu.edu/academymodules/a304/support/xpages/http://itc.gsu.edu/academymodules/a304/support/xpages/http://itc.gsu.edu/academymodules/a304/support/xpages/http://itc.gsu.edu/academymodules/a304/support/xpages/mailto:[email protected]:[email protected]://www.k8accesscenter.org/http://www.k8accesscenter.org/mailto:[email protected]:[email protected]://itc.gsu.edu/academymodules/a304/support/xpages/


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chingLD: Information and Resources for Teaching Students with Learning Disabilities

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The Division for Learning Disabilities is

searching for an editor or editors for its

journal, Learning Disabilities Research

& Practice. Read more.

There has been much discussion about

the term "highly qualified" as it relates to

special education teachers at the

middle and high school level. Read our

Expert Connection. Want to talk about

it? Join our discussion.

DLD is pleased to announce the

recipient of the 2005 DLD Outstanding

Dissertation Award is Dr. Paul L.

Morgan.

Read more.

Read Dr. Engelhard's March 2005 CAN

announcement which includes a link to

the report from the 2004 Learning

Disabilities Roundtable.

New Web Features

New Practice Alert!Read the latest on

Phonological Awareness.

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LDR&P, our premier journal for

professionals and others who

work with students with LD.

Students, connect to the Student Page

here and read what Pam Howard,

DLD's student representative, has to

say.

Special Education Teachers:

Do you currently meet the"highly qualified" standardsoutlined in the new IDEA?

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Expert Connection

Q: I've heard so much about IDEA's definition of "highly qualified" teachers and what this

means for teachers of students with learning disabilities. Does this mean we will have to go

through more training and take more tests in order to keep our jobs? Can you explain what

highly qualified really means? Monica, Ocala, Florida

A: We asked Dr. Bonnie Billingsley to be our Expert for this question. Dr. Billingsley is an

Associate Professor at Virginia Tech and she has written extensively on special educationteacher issues.

Monica, thank you for your question. The topic of what makes a "highly qualified" special

educator is important to teachers, administrators, school personnel, parents, and those

studying to be special educators. I'll answer your question by giving you an overview of the

requirements of NCLB and IDEA and I'll also provide you with some resources to consult

for further information.

An Overview of IDEA's 2004 "Highly Qualified Teacher" Requirements

There are three overall requirements to be considered "highly qualified" under IDEA 2004

and special education teachers must meet these requirements by the end of the 2005-06

school year. The first two requirements must be met by all special education teachers to be

considered highly qualified under IDEA. These two requirements are:

1. Having a bachelor's degree, and

2. Holding full state certification as a special education teacher or passing the Statespecial education licensing exam.

Teachers who hold a State certification waiver or hold an emergency, provisional, or

temporary certification, are not highly qualified under IDEA 2004. However, IDEA indicates

that full State certification can be obtained through alternative routes.

The third requirement for meeting the "highly qualified" mandate under IDEA 2004 applies

to special educators who teach core academic subjects, meaning that these teachers must:

3. Demonstrate competence in each "core academic subject" taught.

IDEA 2004 references NCLB to define the following as core academic subjects: English,

reading or language arts, mathematics, science, foreign languages, civics and government,

economics, arts, history, and geography (NCLB, 2001).

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q Read the rest of Dr. Billingsley's response here.

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q Be a part of Expert Connection. Send us your question about teaching students

with learning disabilities.

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Pneumonic instruction