Mnemonic instruction refers to instructional or learning strategies designed specifically to improve memory. Mnemonics are useful for improving initial learning and long term recall. Well known mnemonics developers, Mastropieri and Scruggs (1991)explain that they provide a means of specifically helping both in the aspects of increased information recall, and in providing effective strategies which, when applied, help in retrieving the information (as cited in Sener & Belfiore, 2005). Mastropieri and Scruggs have done extensive work with mnemonics and highlight their particular use in developing improved ways of taking in (encoding) information so that recall (retrieval) from memory is easier. A mnemonic strategy works to relate new information …show more content…
Acronyms are words whose letters represent individual components (e.g., ROY G. BIV representing the arrangement of colors in the rainbow, red, orange, yellow, green, blue, indigo, and violet). Acrostics are sentences whose first letters represent the information to be recalled (e.g., “Every good boy does fine” representing the names of musical notes on the lines of the treble clef - E,G,B,D,and F). Elaborations can be used to highlight an important feature of a word, such as a tricky spelling (e.g., differentiating the spellings of the words “principle” and “principal” by depicting a school principal as a "pal”). Special instances of mnemonic strategies can and have been developed for specific uses. Such is the case in linking letters of the alphabet with their phonetic sounds (e.g., an “S” drawn as a snake which makes the /s/ sound). Linking letters and sounds seems to be the most prominent mnemonic strategy used with young children. Several researchers have explored this possibility (Scruggs & …show more content…
The major differences in comparing his two studies, involved the setting and age level of the students. The students receiving this intervention were Turkish fourth graders at risk for failure in an English-as-a-foreign-language class, not kindergarteners learning their alphabet letters and sounds in their native language. Picture flashcards with imbedded lower case consonants were used in the treatment. Each lowercase consonant letter was fully integrated into a picture students could recognize, and was an essential part of the picture (e.g., c was part of the clock face). The letter was then highlighted with a 4 mythic black stroke. These cards were then used in the mnemonic strategy as the independent variable. Treatment procedures followed much the same pattern as in Belfiore’s earlier study. Generalization data included having students produce any words beginning or ending with the target consonant sound. Three students participated in the intervention and all progressed while using the mnemonic. Their improvement in letter naming ranged from 8 to 12.8, and in giving letter sounds from 4 to 7.8 (Sener & belfiore, 2005). Generalization data also indicated improvement in most categories, ending sounds being the most difficult. The effectiveness of this mnemonic intervention was believed to be tied to the stimuli
The results were analysed using the Wilcoxon test. Therefore the directional hypothesis that the participants remembered more of the acronyms than the non-related trigrams is significant. The graphs and the results extended this by showing that more acronyms were remembered than the non-related. Introduction =
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
The environmental game cards consisted of the Stepping Stone Game, Syllabication Object box, Vowel-Change Word Family, The Four-Letter Long Vowel Silent-e Words, and Sorting Words by Vowel Sound Game. This article I chose to write about was written by Audrey C. Rule, Jolene Dockstader, and Roger A. Stewart. The article provides 3 table graphs, 5 examples of Phonics Games, and 6 pages of the data collected to better account for how the experiment played out. This article was published in the Early Childhood Education Journal, which really proved to me that it was an excellent way to learn more about Hands-on Learning and Kinesthetic Activities. Summary The article, “Hands-on and Kinesthetic Activities for Teaching Phonological Awareness”, gives a very well detailed overview on the teaching study done between Phonological Awareness and Phonics instruction and how they take different forms from vocal and visual methods.
In the article, “The Critical Importance of Retrieval For Learning” the researchers were studying human learning and memory by presenting people with information to be learned in a study period and testing them on the information that they were told to learn in order to see what they were able to retain. They also pointed out that retrieval of information in a test, is considered a neutral event because it does not produce learning. Researchers were trying to find a correlation between the speed of something being learned and the rate at which it is forgotten
Mechanical or rote repetition of the information is a great way to remember this information. The more time you spend rehearsing the information the longer the information will be remembered. This is actually a poor way of remembering things because it doesn’t make the information meaningful; “surface processing”. Elaborative Rehearsal is a more effective way of remembering information through “deep processing”, which is relating the information to information you already know. This technique is used in more in the education system than maintenance rehearsal. Even with these two ways to store things we still run into filling errors. Filling errors are where your brain has filed information incorrectly. The final step in the memory process is retrieval. Retrieval is the locating of stored information and returning it into your conscious thoughts. There are a few cues that help us retrieve them, such as priming, context, and state. Priming is the nonconscious identification or words and objects, by referring in to particular representations or associations in the memory just before carrying out the action or task. The memories that come back to your conscious mind when you are in a certain place or area are called context, dependent memories. When you are in a certain emotional state you many retrieve memories of when you were also in that same emotional
Future research should investigate how long after a list is given participants can recall the information. The experimenter should read words and further distract the participant. The participant would then be put into a free recall group or cued recall group to determine how long this information can be stored for and which group would do better. Future research can also investigate if emotion helps the participant’s ability to recall information. Once again the participant would be put into a free recall or cued recall group. The words would be read with different expressions and emotions to determine which group recalls more words.
Torgesen. J, Wagner.R, Rashotte. C, Burgess. S & Hecht. S . (1997). Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children. Scientific Studies of Reading. 1 (2), 161-185.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Learning and memory are fascinating. The world could not function without either. They both are used in many different fashions in a wide variety of places. Learning and Memory have been carefully studied by professionals but are also well known and used by the common people on a daily basis. I am one of those common people, a student who is constantly learning and making the most of my memory. Since enrolling in The Psychology of Learning and Memory class I have come to the realization that I encounter situations in my life that exemplify the very concepts I have studied. I have also learned that it is beneficial to apply the lessons learned in class to my everyday life. Positive reinforcement, learned helplessness and serial recall are a few among many of the learning and memory models that have come to action in my life and in my final reflections surrounding the course.
The five key elements are one, Phonemic Awareness. This is when a teacher helps children to learn how to manipulate sounds in our language and this helps children to learn how to read. Phonemic Awareness can help to improve a student’s reading, and spelling. With this type of training the effects on a child’s reading will last long after training is over. The second key is Phonics. Phonics has many positive benefits for children in elementary schools from kindergarten up to the sixth grade level. Phonics helps children who struggle with learning how to read by teaching them how to spell, comprehend what they are reading, and by showing them how to decode words. The third key is Vocabulary. Vocabulary is important when children are learning how to comprehend what they are reading. Showing children, the same vocabulary words by using repetition will help them to remember the words. The fourth key is comprehension. Comprehension is when a child’s understanding of comprehension is improved when teachers use different techniques such as generating questions, answering questions, and summarizing what they are
A great debate whether the phonetic approach or whole language approach should be used in the classroom has been occurring since the early nineteen thirties, and there has not been a definite decision on which approach should be used to teach in the classroom. To understand this debate, one must first understand the differences between whole language and phonics learning.
Learning to tie shoes and ride a bike requires the encoding, storing, and retrieving of past observations of the procedure. With a lot of practice, children master these skills so well that they are able to remember them the rest of their lives. Memory is the storing of information over time. It is one of the most important concepts in learning; if things are not remembered, no learning can take place. As a process, memory refers to the "dynamic mechanism associated with the retention and retrieval of information about past experiences" (Sternberg 260). We use our memory about the past to help us understand the present. The study or memory in psychology is used in different ways, as well as there are many different ways to study how memory works in humans. In psychology there are many tasks used to measure memory, and different types of memory storages that human's use, such as sensory storing, or short term storing. There are also a lot of techniques that humans use to improve their memory, which they can use to learn, such as mnemonic devices. All these things can be classified as important issues in the study of human memory and ways of learning.
Teachers are encouraged to develop these strategies and where possibly implement them into their teaching to help enhance student memory. This can be achieved by teaching specific memory recall strategies and when to use them, examples such as visual representations or asking the students to demonstrate what strategies they find useful, are all good ideas for teachers to take into consideration when trying to improve student memory. Strategies help students when it comes to studying what they have learned in the easiest most effective way possible; however theses strategies may become unhelpful at one point in time if a child is emotionally
Roberts, T. (2003). Effects of Alphabet-Letter Instruction on Young Children’s Word Recognition [Electronic Version]. Journal of Educational Psychology, 95 (1), 41-51.