Effectiveness of keyword versus direct instruction on vocabulary acquisition by primary-grade handicapped learners

Abstract

In this study, the effectiveness of the keyword mnemonic method was compared with that of the direct instruction method for teaching vocabulary words to fourth through sixth graders. Subjects were developmentally handicapped, learning disabled, or mentally retarded, aged 124 to 167 months. Acquisition of vocabulary words was measured by definition, sentence interpretation, and forced-choice questions. Results suggest that the keyword strategy may be too difficult for primary-grade handicapped learners to use. © 1990, The Psychonomic Society, Inc.. All rights reserved.