Book Description
Treatment effects was demonstrated by maintenance and follow-up measurements (two weeks and one month respectively) after intervention. The results of this study support other research on the effectiveness of mnemonic strategies to increase students' ability to acquire, retain, and retrieve information. It also supported the usefulness of technology to deliver strategy instruction to students with learning and cognitive disabilities. The study, however, did not result in increased fluency as measured by duration of time on task. Theoretical implications of the present study focused on the robustness of mnemonics strategies and computer-assisted instruction with supplemental classroom review. Practically, the study reflects the benefits of mnemonics instruction in math and the effectiveness of computer-assisted instruction. Future research recommendations include using the software program with students with other mild disabilities, including visual impairment; assessing generalization of the strategy to regular classroom contexts and to other math content; evaluating the program's effectiveness as a supplement in regular education; and studying the viability of the software program as a stand-alone project without regular class review.
