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MNEMONIC AND NONMNEMONIC SCIENCE VOCABULARY INSTRUCTION WITH MILDLY HANDICAPPED STUDENTS
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By
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UNIVERSITY OF FLORIDA
1989
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Copyright 1989
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This work is dedicated to the memories First, to the memory of my of two people. Susan, who inspired me to see the youngest sister, unique, loving, and intriguing qualities of special people. Second, to the memory of my grandmother, Lucille Sutliff, who inspired me to believe in myself by her model of persistence, independence, and substance for life that few people achieve.
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have
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but
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chairman, Cecil Mercer, who spent much time with me, offering encouragement, suggestions, and sharing his professional
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expertise
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My contact
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their cooperation.
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papers became more than students who were working with me.
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have
too
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appreciate their
In particular, the
a
reminder to
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TABLE OF CONTENTS
Page
ACKNOWLEGMENTS
iv
xi
ABSTRACT
CHAPTERS
I
INTRODUCTION
Statement of the Problem Rationale Definitions Delimitations Limitations Summary
1
'
8
9
12 12 13
II
15
15 16 16
19
Inclusion Criteria Historical Perspective Memory Theory Keyword Mnemonics with Nonhandicapped Populations Mnemonics with Mildly Handicapped Populations Keyword Mnemonics with Mildly Handicapped Populations Comparisons of Keyword Mnemonics to Other Instructional Methods Research Design and Description of Conditions Subject Characteristics Measurement Methods Experimental Procedures Materials Instructional Medium Experimental Constants Results
Suimnary
22 24
25
26
36 35 38 38 39 40 41 47
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III
METHOD
Subjects Hypotheses Instrumentation Written and Matching Vocabulary Definition Screening Devices Daily Measure of Vocabulary Definition Device Written and Matching Vocabulary Definition Devices Materials Procedure Screening Teacher Training Procedures Instructional Implementation Systematic Teaching Condition Systematic Teaching with a TeacherProvided Keyword Mnemonic Condition Systematic Teaching with a SubjectProvided Keyword Mnemonic Condition Control Variables Measurement Experimental Design and Analysis Written and Matching Scores on 48 Words Written and Matching Scores on 12 Words
.
.
50
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51 53 54
56 56
57 57 59
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IV
RESULTS
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Teacher Training Interobserver Agreement 81 Scorer Reliability for Written Tests ... 82 Vocabulary Screening Devices 84 Statistical Analyses of the Data 86 Hypothesis 1 90 Written on 4 8 Words from Weeks 2, 3, and 4 90 Matching on 48 Words from Weeks 2 and 4 3 90 Written on 12 Words from Week 4 92 Matching on 12 Words from Week 4 92 Hypothesis 2 95 Written on 48 Words from Week 5 95 Matching on 4 8 Words from Week 5 95 Written on 12 Words from Week 5 95 Matching on 12 Words from Week 5 99 Hypothesis 3 99 Written on 4 8 Words from Week 7 99 Matching on 4 8 Words from Week 7 103
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Written on 12 Words from Week 7 Matching on 12 Words from Week 7 Descriptive Analyses of the Data Written and Matching Acquisirion Description Daily Rate of Acquisition Description Related Findings Summary
no
112 114 115
V
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DISCUSSION Discussion of Hypotheses Hypothesis 1 Hypothesis 2 Hypothesis 3 Summary Practical Considerations Discussion of the Study's Phases Screening Teacher Training Instructional Implementation Measurement Feedback from Students and Teachers Students Teachers Educational Implications
116
116 116 117 117 118 118 120 120
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APPENDICES
A
B
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141
142
C
D
EXAMPLES OF MATCHING VOCABULARY DEFINITION DEVICE EXAMPLES OF CARDS USED WITH EACH INTERVENTION
147
152 156
157
E
F
158
159
I
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165
176
REFERENCES
189
BIOGRAPHICAL SKETCH
194
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Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy
MNEMONIC AND NONMNEMONIC SCIENCE VOCABULARY INSTRUCTION WITH MILDLY HANDICAPPED STUDENTS By
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Chairman: Cecil D. Mercer Major Department: Special Education
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The
Subjects'
assessment.
Significant differences
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CHAPTER I INTRODUCTION
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disabled and emotionally handicapped) students have revised teaching techniques as researchers and educators have
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students from
the past have been rejected for more effective and efficient
instructional methods
(Kavale
&
Forness,
metacognitive strategies.
medical/psychoanalytical (Morse,
1977)
approach to helping
,-f%:
Ruhl,
&
Peterson,
1988)
Moreover, effective
Mastropieri,
1986)
Warner,
1983)
Students who'
success in school
&
(Ellis
&
Lenz,
1987;
Shepherd, Gelzheiser,
Solar,
1985)
These
Schumaker,
1986)
In addition,
students
For
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,
.
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students is mnemonics.
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Mastropieri, Emerick,
&
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in press)
^
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mnemonics.
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The second
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the stream.
illustration
(a
board over
a fjord)
(Fox,
King,
Evans,
1987)
I
in social studies,
The
Yet,
to succeed
vocabulary.
The majority of initial research with the use of the
definition.
In addition,
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nonhandicapped students learned and retained more vocabularydefinitions when these students were instructed in how to usev^'
the keyword method (Pressley, Levin, Kuiper,
Bryant,
&
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Michener,
1982)
.^"^
More recently,
population.
special
Scruggs,
.
&
Scruggs,
&
Mastropieri,
1986)
This is an
years of age.
One advantage of
is that the
provision of
An
illustration.
It is,
Zucker,
1986)
systematic teaching,
(B)
teacher-
systematic
measures were
obtained on
differ?
The problem this investigator examined is important for
several reasons.
Second,
Schumaker,
1986)
Third,
if students can be
science class)
Finally,
Rationale
In order for mildly handicapped students to experience
unfamiliar vocabulary.
definitions
(e.g.,
Mastropieri, Scruggs,
&
Levin,
1985a).
&
Miller,
1986;
Mastropieri, Emerick,
&
Scruggs,
(1986)
keyword and imagined how the keyword could interact with the
The
subjects'
recall of definitions
was compared.
subject-provided keyword.
Definitions
The following definitions are given in order to define
Acoustic Similarity
l-^
10
Direct Instruction
explicit
Darch,
1986)
Imagery
definition
Imposed Keyword Method
.
Keyword
Learning Strategy
Lenz,
1984)
. .
11
Low-Usage Vocabulary
Mnemonic Techniques
Receding
Relating
Systematic Teaching
(Engelmann,
1984)
1980; Gersten,
Darch,
.
1986; Walberg,
Three "Rs"
semantic relating,
1983)
12
Delimitations
This study was delimited in several ways.
First,
Finally, the
Limitations
Since this study included only learning disabled and
nonhandicapped, or
The words selected for
The
geographical areas, and the terms that were used should not
be assumed to be unfamiliar vocabulary for all SLD and EH
Finally, each
interventions
13
Summary
In
Students who can learn to use a strategy to make up their own keywords and imagine interactive illustrations to learn and
P;,-
14
and
study.
in Chapters IV and V.
analyze,
students.
The
Third, an
Inclusion Criteria
The following criteria were used to select the
research reviewed:
1.
(s)
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15
'
16
2
report of data,
Perspective
The first
categorization consists of
structural, or permanent,
This
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17
modified according to the kind of instructions given, the meaningfulness of the material to be learned, and the
individual's learning history or background.
The second categorization by Atkinson and Shiffrin
(1968)
register,
For
a
short
tongue" phenomena
the
answer is known to the person but not Traces of the answer may be
li
In general,
time.
period of time.
Lorayne and Lucas
(1974)
learning skills.
The
The third
(1974)
know or remember"
(p.
22)
unfamiliar information.
19
to that person, and making up the picture forces the person to think about the new information and concentrate on it
(1974)
stated that simply applying the idea of mnemonics improves a person's memory due to the increased concentration on the
information to be learned.
century.
in the 1960s,
20
setting.
high school students who were enrolled in a 2nd year foreign language class did not benefit from the use of the keyword
strategy.
One explanation for this was that these students The
In the
Fifth grade
arrangement of
21
(b)
Atkinson (1975)
is
paired-associate learning.
free recall,
cued recall,
recognition)
In other words,
appropriate method of assessment for vocabulary definitions. Atkinson's keyword method has been applied in studies
with nonhandicapped populations using both foreign language
22
&
1982;
Pressley,
1982)
.
1977;
Pressley,
Levin,
Kuiper,
Michener,
used.
Torgesen (1980)
To that end, a
number of researchers
Ellis
&
(e.g.,
&
Deshler
Harris,
&
Schumaker,
1986;
Lenz,
&
1987; Graham
1988;
Mastropieri,
Emerick,
Scruggs,
in press)
academic tasks.
Eead
a paragraph,
In addition,
the
The students
23
(Mastropieri
1985;
Scruggs,
1989; Mastropieri,
&
Scruggs,
&
Levin,
1985)
.
Gaffney,
information (e.g.,
is bun,
.
information to be learned)
direct
24
these
&
Mastropieri, in
If mildly handicapped
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analyzed.
'
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25
been employed.
(e.g.
&
Condus, Marshall,
&
Scruggs,
Levin,
.
1985b; McLoone,
Scruggs, Mastropieri,
Zucker,
1986)
A description of
Experimental Procedures.
Some researchers attempted a variation of the keyword
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26
&
independent use of a
subjects,
Study
Mastropieri, Scruggs,
The
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32
variation of the
Experiment
2.
In both experiments,
using a t-test.
Veit,
(1986)
also compared
Again, group
The
Berry's second
ceiling effect
Different
Results from
33
McLoone et al.
(1986)
The directed
conditions
(e.g.,
Immediately-
Experiment
2.
Experiment
independently.
Scruggs,
and Fulk
(in press)
variance test
(2X2)
was used,
34
(in press)
compared
These
recall of
definitions
The remaining researchers compared four conditions.
Subjects in
35
sentences.
required to relate the meaning of the word to a personal experience when they answered the question.
Finally, the
three-way
analysis of variance
(ANCOVA)
was
(1987)
sentence contexts.
36
A planned
(Mastropieri, Scruggs,
1987)
.
&
Fulk,
in
to 240
(Berry,
comparison group
Measurement Methods
All of the studies reviewed used posttest data to
37
interventions were investigated, or when more than two interventions were investigated and the researchers wanted
to compare pairs of interventions to each other.
Analysis
effects,
knowledge of
For
(198 6)
study
Two
interrater reliability.
a
(1986).
These
These researchers
3f
Experimental Procedures
The length of the time for these studies ranged from
1
1986)
to
weeks
(Condus,
Marshall,
&
Miller,
1987;
Condus et al
&
to 25 minutes
1986)
.
(McLoone,
Scruggs, Mastropieri,
Zucker,
Mastropieri
Materials
1/2" X 11")
that
Researchers who
and materials
(such
pencils,
Berry,
1987).
Condus et al.
(1986)
39
The term,
McLoone et al.
condition.
(1986)
It was
the card.
Instructional medium.
40
Three studies
(1986)
used an
students.
Condus et al
(1986)
The instruction
'
(in press)
trained
The testing
Experimental constants.
The amount
Several studies
1986)
(e.g.,
Mastropieri et al.,
Veit et al.,
41
treatment conditions.
definitions.
This
the average
42
Table 2-2.
Investigators
Effect Size
Mastropieri, Scruggs, Levin, Gaffney & McLoone (1985) Experimenr 1 Mastropieri, Scruggs, Levin, Gaffney & McLoone (1985) Experiment 2
Veit, Scruggs (1986)
2.52
1.08
&
Mastropieri
1.05
Condus, Marshall
(1986)
&
Miller
1.69
1.20
1.70
1.95
&
Fulk
3.25
&
91
Summary
Source:
1.71
Mastropieri, M. A. & Scruggs, T. E. (in press). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review
.
43
(1985c)
.001).
In Experiment 2,
interactive illustration when compared to the direct instruction group (p < .01)
Veit et al.
(1986)
daily lessons on
dinosaurs
vocabulary,
lesson, and on the 4th day students were given tests on the
statistically higher
(p <
.008)
vocabulary test.
group's scores were better than the direct instruction group's scores.
Condus et al.
(1986)
The measure of
44
weeks with 10
maintenance check.
The results were that all treatment groups performed
However,
test yielded data that indicated that the students with low-
On the
the keyword method seemed to help the SLD students learn and
45
instruction
In addition to investigating the benefits of providing
(e.g.,
developmental lag,
.
The
reading level.
treatment conditions.
(1987),
The mean
46
transfer conditions.
Students in the
Similar results were obtained in the transfer conditions. Students in the mnemonic condition recalled significantly
more items than the students in the direct instruction.
Mastropieri et al
(in press)
investigated the
47
In addition,
the
Summary
help them learn vocabulary definitions acquire and retain more information than students who have been instructed with
other methods.
In some instances,
'
recall of
48
vocabularies.
In addition,
instruction method.
49
Enhanced memories,
independently
Chapter III specifies the methodology used in this
investigation.
Results are presented in Chapter IV and
discussed in Chapter V.
treatment conditions.
teaching,
keyword mnemonic.
daily measures
50
51
Subjects
The subjects for this study were specific learning
students in
Florida.
this investigation.
Smith et al.
(1984).
The
two out of three days present) and on the assessment day for
: :
: :
52
Table
3-;L.
Descript:ion of Subjects.
Systematic Teaching
Niimbers
Teacher-Provided Keyword
9 1
Subject-]Provided
Keyword
Numbers male female total
Age:
14
14
10
11
2
13
mean range
Race:
13.7 12-14
mean range
Race:
12.7 11-14
mean range
Race:
13.4 12-15
Anglo Black
SES:
5 5
Anglo Black
SES:
8 4
Anglo Black
SES:
8
6
4 6
mean range
92
80-108
mean range
106
94-120
mean range
93
71-111
Exceptionality: SLD 10 EH
Exceptionality: SLD 11 EH 1
Exceptionality; SLD 9 EH 5
Reading achievement: mean 79 range 56-97 test(s) W-J used K-ABC Spelling achievement mean 72 range 53-94
test(s) used WRAT
used
WRAT
53
Hypotheses
The dependent variables that were examined in this study
week after
weeks after
54
week following
instruction
H3
:
weeks
level of significance.
Instrumentation
Five research instruments were used.
The first two
vocabulary.
55
subjects' production
(writing)
60 words were
Forty-eight of the
The
instructional
The 15 words were clustered according to their The four categories of words were
animal and plant life terms, earth science terms, body terms, and weather and astronomy terms
.
instruction
Both of these
(writing)
and recognition
recall.
56
Appendix
A)
Appendix
B)
days of
instruction.
A group mean
57
weeks
three
example words
of the
Materials
The materials that were used with subjects in the
with the vocabulary word on one side and the keyword on the
other side.
The second card was an
8
and an
58
provided mnemonic condition were also used with the subjectprovided mnemonic condition as example words on Day
last
3
1
of the
instructional weeks.
strategy steps stated was displayed in the classroom for the duration of the instructional implementation period.
(8
Cards
1/2" X 11")
were used.
Index cards
Examples of the
1/2" X 11"
Appendix D
59
Procedure
The procedure for this investigation was divided into
four phases
.
period of
weeks.
On Days
1,
2,
and
of each instructional
Immediately following
instructional days.
'
Phase four
recall of vocabulary
of each
60
The subjects'
short-term retention.
3
procedural phase.
Screening (Phase One)
A screening procedure was used to determine subject
This
words
(from memory)
definitions.
61
An overall
investigation.
Subjects who
new words could help them with their schoolwork and how the
subjects could benefit from learning new words.
The grades
is in
Appendix
(Phase Two)
investigation.
62
their students.
The
G)
(e.g.,
Engelmann,
was
Darch,
1986; Walberg,
1984)
systematic teaching.
63
In addition,
The
PEP.
by-
The E means to
control,
was
systematic teaching.
64
Instructional
Implementation
48
^Phase Thrpp>
of the 60 words were targeted
implementation
15
of each
weeks of implementation.
weeks of the
instructional implementation.
On Days
and
3,
12
Immediately
of the daily measures was to describe the rate of acquisition of definitions for subjects in each condition,
as well as to
65
(written)
was
instructional week.
instruction.
In addition,
from the
48
instruction.
instruction.
Indeed,
The teachers
In other words,
the
66
of the
instructional implementation
and the
and
3.
Instruction techniques
and
3.
Definition Device)
minutes to
At
minutes,
67
Approximately
assessment.
assessments.
weeks of
intervention)
tests on a graph.
Mnemonic Condition.
of the
instructional implementation
68
words,
1,
2,
and
on the 12
card
(5"
X 8")
Then the
8
1/2"
the
keyword,
and how
much time the teacher had left for instruction for the
remainder of Day
1
and
3.
vocabulary term and then told the subjects the keyword that
helped the subjects remember the term's definition.
After
the subjects associated the term with the keyword, then the
subjects were told that the way to remember the term and
Subjects were
69
PEP)
days of instruction
Definition Device)
minutes to
At
minutes,
keyword condition.
Approximately
terms
On Day
4
70
assessment.
assessments.
The
During
words
For the example words, the teacher first stated the
71
After the subjects associated the term with the keyword, then
the subjects were told that the way to remember the term and
Instruction including
PEP)
were given
The PEP
throughout the
72
The
A poster
implementation
2.
3.
4
Find a keyword.
5.
definition
73
must first be able to say the term and state the definition
so that the term's pronunciation and meaning become familiar
to the subjects
The teacher
keyword, the term, and the definition of the term (the FITS
the
1
definition
.
The
3
(after
and
74
Definition Device)
minutes to
At
minutes,
keyword condition.
Approximately
definitions
The subjects worked independently to find a keyword
(i.e.,
a familiar word for them)
3
subjects were provided with 3" X 5" cards so that they could
write the term and their keyword on reverse sides of the
cards.
(i.e.,
75
(12 minutes).
1,
2,
and
3,
the
assessment.
assessments.
Control variables.
76
3.
The same words were used for all conditions for each
The
subjects'
Days
1,
and
Measurement
On Day
(Phase Four)
4
of each of the
weeks of instructional
and
subjects first, and then the subjects were given the matching
assessment
The Vocabulary Definition Devices were also used
(Week
5)
1
week
4
and
weeks
(Week
7)
77
Subjects' short-term
correctly,
Both graduate
78
definitions.
(A)
systematic teaching,
systematic teaching with a teacher-provided keyword, and systematic teaching with a subject-provided keyword.
The
(C)
was
as the
Words
the 1st week of this study were not analyzed because two
An
comparisons
79
and
weeks following
retention effects.
words.
All
proficiency.
subjects
'
80
week tests.
The subjects'
word tests.
CHAPTER IV RESULTS
experimental questions.
First,
Device is reported.
given
82
during the 2nd or 3rd week of the study for the second time
sampling recording.
Interval agreement was calculated
according to procedures described by Tawney and Gast (1984) Agreements were divided by the total number of possible
agreements and then multiplied by 100 to obtain
a
percentage.
script,
The overall
random
point)
point), or incorrect
33
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84
administered.
Table 4-2, are reported for the 48 words that were targeted
for instruction during this investigation.
A)
condition
B)
Device.
C)
Device.
85
Table 4-2. Results of the Written and Matching Vocabulary Screening Devices.
Condition
Written
Matching
A
Systematic Teaching Average Standard Deviation (SD) Range
B
-;
9.00
86
A Scheffe post hoc test was used to find the significant main
effect for the Written Vocabulary Screening Device.
There
A)
.
B)
screening measure.
87
Table 4-3. Summary Table for the Written Vocabulary Screening Device.
Source of Variance
df
MS 102.62
Method
Error
Significant at the e
4.52
.0192'
30
22.70
<
05 level
88
Table 4-4. Summary Table for the Matching Vocabulary Screening Device.
Source of Variance
df
MS
43.38
15.83
S
.09
Method
Error
2.58
29
89
week following
instruction
H3
:
weeks following
instruction
The dependent variables were the subjects' recall of
three interventions:
systematic teaching,
(B)
(C)
systematic
systematic
(weeks
and
7)
on the subjects'
Intelligence Quotient
(IQ)
The analysis of
covariance
The ANCOVA with repeated measures was used to analyze the data
to analyze the data from the 5th and 7th weeks of the study.
90
instruction.
method.
Three scores
for the
Hypothesis
referred to as acquisition.
Written on 48 Words from Weeks
2,
3,
and
4.
The first
3,
and
of instruction.
No main effect
33)=0.07; =.9367].
interaction effects
=0 54
.
=.6729].
A summary table
2,
3,
and
4.
The first
3,
and
of instruction.
[F(2,
91
Table 4-5. Written Definitions of 48 Words from Weeks and 4 (Acquisition) Source
df
SS
2,
3,
MS
Between Subjects:
iMethod
2 1
33,32
15.66
0.07
.9367
IQ
1821.34
1821.34
7.16
Error
33
8391.83
254.30
Within Subjects:
Occasion
2 4
2
6.14
3.07
0.16
.54 .82
Method X Occasion
Occasion X IQ
Error
(GG: The
42.46
32.44
10.61
16.22
66
1304.89
19.77
performed.
92
[F(4,
that is of interest
470)
30)=0.66; =-5256].
4.
93
Source
df
SS
MS
Between Subjects:
Method
IQ
238.47
119.24
0.42 6.43
.6617
1833.75 9409.19
1833.75
Error
33
285.127
Within Subjects:
Occasion
Method X Occasion
2
4 2
14.33
7.17
0.15
3.79
.18
.8329
(GG)
743.62
17.44
185.90
8.72
.0116*(GG)
Occasion X IQ
Error
66
3233.74
49.00
*Significant at the .05 level. (GG: The Geisser-Greenhouse correction for the F value was performed.
Least Squares Means
Means Adjusted for the Covariate)
A
Systematic Teaching
B
Week
21.44
19.87
Week
27.04
26.47
Week
21.78
36.26
Teacher-Provided Keyword
C
Subject-Provided Keyword
21.88
24.75
26.21
Bonferroni Comparisons
Source
df
1
1
SS
114.46
2734
898.28
503.89
18.33* 10.28*
&
94
MS
52.39 118.81 79.71
p
5255
Method
IQ
2 1
104.77 118.81
0.66
1.49
Error
Total
30 33
2391.35 2871.88
:>-
95
Hypothesis
7.
This is referred to as
short-term retention.
Written on 48 Words from Week
5.
5th week.
33)=0.76; =.4762].
5.
5th week.
33)=3.13; =.0567]
A summary
5.
96
Source
df
SS
MS
Method
IQ
58.75
26.83
29.38 26.83
10.62
2.77 2.53
.0790
Error
Total
30 33
318.71 472.94
t-.
97
Source
SS
MS
98.40
F
0.76
p
.4762
Method
IQ
2 1
196.80
1013.20
1013.20
129.58
7.81
Error
Total
33
36
4279.32 6758.77
98
MS
Method
IQ
2
1
1136.34
924.60
568.17
3.13
0567
924.60
181.24
5.10
Error
Total
33
36
5980.81
10340.32
,'
99
[F(2,
30)=0.87; ;^=.4273].
words taught
Hypothesis
long-term retention.
Wr itten on 48 Words from Week
7.
33)=1.05; ^=.3628].
100
SS
P
.4273
Method
IQ
2 1
21.00
68.06
10.50
0.87
68.06
12.00
5.67
Error
Total
30
360.04
33
547.26
101
MS
Method
IQ
2
1
90.65
45.33
46.12
9.54
4.75 4.83
.0161*
46.12
Error
Total
30
286.25
33
490.47
Bonferroni Comparison
Source
df
SS
F
7.56 6.65
Method A vs C
Method A vs B Method B vs C
72.10
63.46
.0100*
1
1
.0151*
.9192
00.10
0.01
A
Systematic Teaching
B
Teacher-Provided Keyword
C
Subject-Provided Keyword
102
Table 4-13. Written Definitions of 48 Words from Week (Long-term Retention) Source
df
SS
MS
F
1.05
P
.3628
Method
IQ
2
1
316.55
158.28
772.91
4994.99
772.91
151.35
5.11
Error
Total
33
36
7296.57
103
7.
7th week.
A summary
Written on
12
7.
Matching on
12
7.
A summary table for these data is found in Table 4-16. A visual display of the hypotheses acceptance or
rejection is in Figure 4-1.
Graphic representations of
(when significant
104
MS
Method
IQ
1106.96
553.48 462.86
174.17
3.18 2.66
.0547
462.86
Error
Total
33 36
5747.53
8967.30
105
Source
df
SS
MS
Method
IQ
2 1
48.56
69.82
24.28
69.82
11.77
2.06 5.93
.1447
V
Error
Total
30 33
352.99
568.38
106
Source
df
SS
MS
^^^d
^Q
2
1
80.26 21.55
40.13 21.55
13.19
3.04
1.63
.0626
Error
Total
30 33
395.62
593.06
107
Acquisition
HI
4 8 words written
Short-term Retention
H2
Long-term Retention
H3
NOT REJECTED
NOT REJECTED
NOT REJECTED
words matching
48
REJECTED
(4th week -
NOT REJECTED
NOT REJECTED
Teacher-provided
keyword)
12 words written
NOT REJECTED
NOT REJECTED
NOT REJECTED
12 words matching
NOT REJECTED
NOT REJECTED
108
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109
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110
Subjects in
Subjects in
Subjects in
The results of
Day
weeks of instruction.
There was a decrease in scores for the 2nd and 3rd weeks, and
an increase for the 4th week.
decreased scores for the 2nd week, but then increased scores
for the 3rd and 4th weeks.
matching measures from the 1st to the 2nd week, but then
Ill
Table 4-17.
Weeks
A
Average
SD Range
B
5.2 3.1
9
3.1 3.1
-
4.8 4.3
.5
11.5
10.5
- 12
Average
SD Range
C
6.5 4.0
-
5.5 4.4
11.5
0-12
5.2 3.4
-
8.3 3.6
12
1
12
Average SD Range
3.3 3.2
0-11
4.5 4.3
-
6.1 4.3
12
-
12
A
Average
SD
Range
B
4-12
10.3 2.1
9.0 3.3
3-12
8.8 4.2
9.2 3.3
5.7 4.1
0-11
7.9 4.4
0-12
10.1 2.9
4.8 3.2
Average
SD Range
C
5-12
0-12
0-12
3-12
7.8 3.8
Average
SD
9.2 2.9
Range
3-12
2-12
8.4 3.5
7.0 4.1
0-12
0-12
112
Subjects in Group B
days of instruction
Daily Quiz.
The average
Table 4-18.
1,
2,
and
Daily Quizzes
Daily Quiz average was higher than the There was only
to a 7.1 on Day 4.
The Day
CO
r~
a\
113
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114
Related Findings
Previous researchers have found that students who are
taught using the keyword mnemonic method recall more
On the
stage
when
the subjects in
Furthermore,
when
115
Summary
Subjects in the systematic teaching with teacher-
CHAPTER V DISCUSSION
Each of the phases of this study is discussed. feedback from teachers and students who
addition,
Educational
Hypothesis
^
,
statistical differences while subjects were learning the definitions of the words.
This was referred to as
The subjects'
acquisition of definitions.
recall on the
written measures (both 12- and 48-word scores) did not result
in significant results.
There
116
117
Hypothesis
2
statistical differences
The
There
statistical differences
The
118
jminary
Although
16
and
5)
add to the
retention)
indication of
Practical Considerations
The imposed method of keyword mnemonics has been
(i.e.,
visual
its definition,
and picture of
119
the picture of the definition)
.
(e.g.,
mimetic mnemonics)
Indeed,
&
Scruggs,
1989)
teaching.
goal to occur.
to
120
investigate whether or not mildly handicapped students can
learn to use the keyword mnemonic method independently.
The
Because no statistical
cautiously in view of the fact that some of the matching assessment statistics approached significance.
definitions.
Because students
matching
121
measure was used during the screening to determine students'
recall on a recognition (matching) measure.
The purpose of both screening measures was to ascertain
that students did not know the definitions of the words
this study knew less than 19 (which was the cut-off score)
out of the 48 words that they were taught.
The results of
Thus,
lecture format.
122
conunon to all of the interventions were
discussed during
those times.
1.
each intervention.
(prompts,
use PEP
student)
(e.g.,
intervention.
of the teachers'
appropriate behaviors
(i.e.,
materials correctly)
93%
agreement
prior
to the
123
according to the scripted lesson format.
In addition,
the
Moreover,
Each of
Condus et
(1986)
from 10 to 18.
ft':'
'
124
The teachers who participated in this study had
An
learning.
For
this investigator sent each teacher flowers and a message that prompted motivation from the teachers. A personal note
9*:
125
The average years of teaching experience for the three
over a period of
weeks.
During these
The
126
teachers stated that the last measures administered
after instruction had ended)
(3
weeks
determined.
intervention weeks,
3
intervention, and
intervention.
^-
"
127
handwriting and spelling could impact on students' abilities
to write definitions.
The graduate students who scored the
However, the
misspelled words.
point,
.5
point, or no
or "opening of a volcano."
given for "an educated guess" and partial credit was given
for "lots of ideas."
Also, the
128
instructional week.
The students received practice with this
intervention weeks.
It is important to recognize that none of the subjects'
According
the short-
When these
129
mnemonic method or a strategy that helps students to learn to
use the keyword mnemonic method independently gives the
enjoyed the way their teacher had taught them the 48 words.
The students from the systematic teaching condition
dictionary.
130
were being taught in their science classes.
they felt that they knew those words and definitions, the
students commented that "It felt good," "I could understand,"
interviewed used his 3" X 5" cards to cue him for the words
and his keywords.
He proceeded to tell this investigator
words, their definitions, his keywords, and
approximately
131
science definitions.
in the future
definitions.
Teachers
The teachers who participated in this investigation also
'
132
teachers and this investigator at the conclusion of the
research, each teacher demonstrated their intervention.
She
"
133
The teacher who implemented the subject-provided keyword
condition did not begin that intervention until the 2nd week
of this study.
keyword condition.
students were surprised during the 2nd week of the study when
she began a different way of teaching them.
that the students had the most difficulty during this week
As
However, as
scores continued to
increase.
134
In summary,
Educational Implications
Teacher and student satisfaction with all conditions in
this study is evidence that, when research is conducted in
the schools by teachers, effective interventions should be
presented by researchers
Levin et al.
(1979)
stressed
diminish.
researched
whether
135
differences favoring the subject-provided keyword condition
students.
It appears that
condition
Input from the teachers and the students should be
This
are also taught at other grade levels, the students' initial unf amiliarity of these terms was determined during the
screening procedures.
136
FITS strategy so that students can become adept at using the
strategy independently.
has an effective and efficient way of remembering definitions of new words, then the student may not benefit from learning
a new
this study reported that they did not use keyword mnemonics
or a strategy to help them remember definitions prior to the
"stick."
137
"acoustic" and "stick" to help him remember the definition. "Acoustic" means "having to do with hearing,
"
(which is the
from "cerebellum"
(which is the
.
His
"
him to remember
the larger part of the brain as the cerebrum and the smaller
(1983)
referred
Additionally,
"
138
keyword.
Other students
vocabulary term.
like the retina because the retina is the back part of the
should
139
4.
matching measures.
Ifi^
140
matching measure.
Because the subject-provided keyword
artery cerebrum ligaments trachea retina hormone fossil hybrid respiration stimulus organism velocity crystal epicenter meanders seismograph humus soluble crust cape boundary elevation tributary fjord condensation cosmic nebulla supernova aurora translucent
capillaries chromosomes medulla villi adrenalin biomes habitat instincts prey camouflage species aquifer cyclone erosion nodules sonar catalyst
axis drought divide earthquake atmosphere fault anemometer convex evaporation opaque transparent incandescent skeleton
141
Weather, Astronomy,
&
transparent
eclipse
-
precipitate
translucent
evaporation galaxies
-
nebulla supernova
-
anemometer
concave -
condensation -
constellation -
143
144
&
respiration
velocity
hypothesis
flagellum
camouflage
stimulus -
niche instincts -
habitat
fossil -
extinct -
biomes
145
Earth Science
&
diffusion
seismograph
erosion
crater
-
topographic map
meanders
cyclone -
aquifer
soluble
sonar
-
leeward
crystal
146
Body Terms
villi
-
&
acoustic retina -
hormone
cerebrum
esophagus ligaments
-
medulla alveoli
-
artery
capillaries -
cerebellum
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School
Classroom Teacher
My teacher has explained to me that I have the opportunity I would to learn definitions of words that I do not know. experience, and my like to participate in this learning I signature below indicates my willingness to do so. definitions will understand that the weekly test on the My scores count towards my overall grade in this class will be kept confidential except for my classroom teacher, the person who grades the tests, and Peggy King.
.
do not know.
(Student Signature)
(Date)
(Date)
(Date)
156
A. B. C.
II.
Provide Introduction and Advance Organizer Goals for training Expectations for progress during training Format for training procedures
Introduce Vocabulary Definition Learning Models and Instruction Methods Identify research methods that have been effective A. B. Describe characteristics of systematic teaching 1. Advance organizer 2. Demostration Modeling 3. 4. Guided practice/independent practice 5. Evaluation C. Describe characteristics of effective teacher behaviors 1. Prompting for responses 2. Evaluating responses by immediate and corrective feedback Positively reinforcing responses 3.
III.
IV.
V.
VI.
157
Teacher
Observer
30
60
30
60
30
60
30
60
3.
4.
30
60
30
60
30
60
1.
2
3.
4.
30
60
30
60
30
60
1.
2
Following Script
Following Sequence
Fluent Pacing
3. 4.
Adapted from Peterson, S.K. (1988). The concrete to abstract mathematical instructional sequence with learning disabled students (Doctoral dissertation, University of Florida, 1988) Dissertation Abstracts International, 48,
2040-A.
158
may not know the definitions for many words. That is OK. Find the words that you know and write the
definitions for those words.
This test will not count towards your grade in this class.
Do not
Device
my name, and today's date at (Pause for approximately one the top of the page. minute. You may want to have that day's date and your name There is written on the board for the students to copy.) no time limit for this test. Raise your hand when you have written the definitions for as many words
Write your
nsune,
as you can.
(Answer any
questions.)
Vary the beginning sentence for the second and third occasions that the students fill out the screening
159
160
device,
i.e.,
and
1.
Cards with the vocabulary term, its definition, and Three cards a picture of the definition printed on them. will be used for examples, and the remaining 12 cards will
be the targeted words for that week of instruction.
2.
Advance Organizer
Day
going to help you learn the meanings We will spend some time of some vocabulary words today, tomorrow, and the next day learning the Today
I sua
.
You will take a quiz at the end of each of these lessons to see how many you have learned, and then you will take a test on
Thursday to see how many you have remembered. The test on Thursday will coxint towards your grade in (Ask questions such as "What are we going to this class. "When will you "When will you take the quiz?" do today?"
take the test?"
"What will the Thursday test count
towards?"
(NOTE:
Vary the beginning sentence of the advance organizer for the second, third, and fourth weeks of instruction, i.e., "This week we will continue learning the
161
Demonstration
Day
Now we are ready to begin studying the words and their definitions The best way to begin is to give (Show first you practice learning some exan^le words.
.
example card.)
Say the word means state the definition
does say the word mean?
.
What
Call on
describe illustration to help you remember what fiax the word means. Think about what? What does say
the word mean?
Modeling
1
Day
the word.
2.
3. 4.
What is the next word, (call student name)? Sav the word means state the definition. What does say the word mean,
(call student
name)
5
name
(Repeat steps
through
162
or as long as time
allows
t ime
.
r>aY.=!
T.2.
and
Now we will begin learning the words for the quizzes aund test. (Follow the same procedure as for the
example words.
necessary.
1
immediate and
the word.
2.
3.
4
What is the next word, (call student name)? Say the word means state the definition. What does say the word mean,
(call student
name)
Think about this picture of describe illustration to help you remember what say the word
5
means.
6. 7.
(call student
name)
(Repeat steps
through
and
Today you will continue learning the definitions of some words. We will do this the same way that we did it yesterday. Remember, there is a 5 minute
quiz at the end of today's lesson, and there will be
163
a test on Thursday that will count towards your
grade in this class. Let's start. (Proceed with the Study Phase - Guided Practice for Days 1, 2, and 3.)
Evaluation -
r);ji
1y
Our time for today's instruction on these words is over. Now you need to write as many definitions
as you can remember.
Measure of Vocabulary Definition Device.) Write your name, my name, and today's date at the top of this page. (Pause for approximately one minute. You may want to write that day's date and your name on the board so that
the students can copy it.)
read the directions at the top Find the words that you know.
Write the definitions next to the words. I need to tell you one more thing eQjout this quiz. Spelling does not count, but be sure to write a complete definition of the words that you do know.
You will have 5 minutes.
questions?
minutes.
At the end of
minutes
collect the students' papers. When appropriate, you may want to make a statement of praise regarding the students' behaviors and cooperation at the conclusion of each day's lesson and daily quiz.)
164
Evalna tion
WppVly
Today you are going to take a test on the words you have been learning. (Distribute a form of the Written Vocabulary Definition Device.) Write your name, my name, and today's date at the top of the page.
(Pause for approximately one minute
.
your name and that day's date written on the board for the students to copy.)
Now think about the words you have learned and try hard to reme mber the meanings of the words. On this test there may be words that you do not ]cnow or remember the meanings of; do not worry adaout them. Skip the words you do not know and find the words you can define Write the meanings of those words Spelling does not co\int on this test, but be sure to write a con^lete definition of the words that you do
.
There is no time limit for today's test. Rem ember that today s test counts towards your grade in this class. Are there any questions? (Answer any questions.) Ready. Begin. (Collect the
'
know.
papers as the students are finished. At the conclusion of the weekly evaluation you may want to make some statement of praise regarding the students' performance and cooperation
APPENDIX I SYSTEMATIC TEACHING WITH A TEACHER-PROVIDED KEYWORD MNEMONIC CONDITION TEACHER SCRIPT
Directi ons for V nrahnlarv Screening Devices
Today you will be taking a test on definitions There are many words on these of vocabulary words pages. You may not recognize many words, and you
.
may not
is OK.
]uiow
That
Find the words that you do know and write the definitions for those words. This test will not count towards your grade in this class. Do not
worry about correct spelling, but be sure to write a complete definition for the words that you do Icnow. (Distribute a form of the Written Vocabulary Definition
Device
.
Write your name, my name, and today's date at (Pause for approximately one the top of the page. minute. You may want to have that day's date and your name
There is written on the board for the students to copy.) no time limit for this test. Raise your hand when you have written the definitions for as many words (Answer any as you can. Are there any questions?
questions.)
Ready.
Begin.
Distribute the
Directions are on the
Vary the beginning sentence for the 2nd and 3rd occasions that the students may take the screening device, i.e., "Today you will be taking another test on
(NOTE:
"
166
emf^ntal-
on
Wppk..^!
1^
Two cards for each of the example and target words for that week. Card 1 for each word will have the vocabulary word on one side and the keyword on the other
1.
will have the vocabulary word, the keyword, the definition of the vocabulary word, and the interactive
2
side.
Card
A cassette recorder and timer to indicate lesson and daily evaluation lengths.
2.
Advance Ory^nizer
Day
am going to help you learn the meanings of some vocabulary words. We will spend some time today, tomorrow, and the next day learning the meanings of these words. You will take a quiz at
I
Today
the end of each of these lessons to see how many you have learned, and then you will take a test on Thursday to see how many you have remembered. The
test on Thursday will coiuit towards your grade in this class. (Ask questions such as "What are we going to do today?" "When will you take the quiz?" "When will you take the test?" What will the Thursday test count towards?" Provide PEP when necessary.)
Vary the beginning sentence of the advance organizer for the second, third, and fourth weeks of instruction, i.e., "This week we will continue to learn
(NOTE:
the mesinings of some vocabulary terms " In order to help you learn the meanings of these words, I want you to use a special method. The best
.
li'.
167
Suppose
ask you to learn that the word say the word meems state definition. There are two in^ortant steps to
The first
vocabulary word.
sounds like some part of the vocabulary word. Listen carefully to the word, say the word A good word clue for sav the word is state keyword, or clue
.
word.
What is the word clue for say the word ? Remember the meaning of the word say the word is state
definition
word
The picture will show you the word clue for the vocabulary word. This picture will also
definition of the vocabulary word. (Show the accompanying interactive illustration card 2 of the word.) This picture shows describe the interactive
illust ration
.
Remember
Now, if
(Prompt if necessary.)
? ?
.. .
168
you remember this picture of describe interactive illustration, you will remember later on that say the word means state definition.
Modeli ng
-
Day
procedure twice using a new example vocabulary word each time. Either call individual student names or have the class respond in unison to the question.)
1
the word2. 3.
The word clue for say the word is state keyword, or word rTna
4.
(call
student name)
5.
6.
(call student
name)
The way to remember that say the word means state definition is to think about this picture (show
7
interactive illustration) of state keyword, or word clue doing deserihA interactive illustration with say the
word
What is state keyword, or word clue doing with sav the word (call student name)
8
,
9.
(call student
name)
How do you remember that say the word means state definition, (call Student name)?
1
.
169
The word clues and pictures can help you to remember the meanings of each vocsdsulary word. Now
let's use this method to learn the meemings of 12 other vocabulary words. Are there any questions?
(Answer any questions.)
OK.
Let's begin.
-
Keyword Phase
- Ciuided
Practice
Days
1.
2.
and
First you will learn the word clues for all the The word clue for say the word is state words.
keyword, or word clue once
. .
.qi-ndy
Phase
Davs
1.
2,
and
will show you the pictures that will help Remember you remember the meanings of the words that each of the pictures show the word clue that is
Now
doing something with the definition of the vocabulary word. I will give you time to study each
picture.
(Approximately 30 seconds/item. As picture is The word say the word, displayed, point and say
which sounds something like state kftyword. or word Here is a picture of clue means state definition What does say the word state what picture shows
,
.
mean?
Advance Organizer
-
D ays
and
Today you will continue learning the definitions of some words. We will do this the same way that we did it yesterday. Remember, there is a 5 minute
quiz at the end of today's lesson, and there will be
'
170
a test on Thursday.
Let's start.
Daily
'
Definition Device.)
date and your name on the board so that the students can
.
Follow along as
of the page.
Listen.
quiz.
need to tell you one more thing about this Spelling does not count, but be sure to write
5
minutes
Begin.
5
minutes.
At the end of
minutes
you may
When appropriate,
Evaluation
Weekly
(Distribute a form of the
my name, and today's date at the top of the page. You may want to have (Pause for approximately one minute.
171
your name and that day's date written on the board for the
students to copy.)
Now think about the pictures and try hard to On this test remember the meanings of the words
.
there may be words that you do not know or remember Skip the the meanings of; do not worry about them.
words you do not know and find the words that you can define. Write the meanings of those words.
Spelling does not count on this test, but be sure to write a complete definition of the words you know.
There is no time limit for today's test.
'
Distribute a form of
At the conclusion of
172
Example Terms for Week 1 - Animal and Plant Life species - special a species of a special group of birds hybrid - bird a mule is a hybrid of a donkey and a horse predator - date her a cat wanting to date a mouse
Terms f or Week 1 biomes - homes sillouette of homes around biomes extinct - stink man holding his nose surrounded by extinct animals fossil - old snails old snails picture among fossils habitat - habit animals returning to their habitat as a habit instincts - N (the letter) a duck nurturing ducklings and the letter N niche - rich a rich woman pictured in different settings stimulus - sting a man reacting to a bee that stings him camouflage - camel a striped camel that is NOT camouflaged in the desert flagellum - flag a flag that is attached to the whip on the flagellum hypothesis - pot a pot that has ideas in it velocity - city a motorcycle speeding through a city respiration - rest a man in a lounge chair resting
>
173
Example Terms for Week ? - Earth Science epicenter - center arrow pointing to the exaggerated center of an earthquake catalyst - cat a cat that is reacting to a chemical reaction sediment - settle sand settling at the bottom of a cup of water
Terms for Week 2 aquifer - fur a fur coat soaking in an aquifer crater - ate her a crater with a female head at the top crystal - cry a person crying because crystal broke cyclone - circle exaggerated circles surrounding a cyclone erosion - row boat a row boat floating into the bank of erosion leeward - lean person leaning away from the wind meanders - wanders person wandering around the curves in a river seismograph - size person remarking on the size of an earthquake sonar - sound i person listening for the sound waves - top view topographic map person looking down from the top at a map diffusion - confusion people spreading out in all directions due to fire soluble - bubble bottle of cola
'
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174
Example Terms for Week 3 - Body Terms vertebrae - vertical emphasis on vertebrae that is vertical trachea - key key stuck in trachea chromosomes - chrome shiny chrome on chromosomes
Terms for Week 3 alveoli - eye eye pictured as one of alveoli artery - tree tree growing out of artery capillaries - pill pill pictured as one of capillaries esophagus - gut emphasis on long tube connects to gut ligaments - leg leg that shows ligaments medulla - dull dull knife that does not cut you does not affect you villi - fill small intestin filled with villi acoustic - stick stick hanging out of ear retina - Tina projection from retina is a female, Tina hormone - phone hormones talking on the phone cerebrum - broom broom placed in cerebrum of brain cerebellum - bell bell placed below cerebrum in brain
...
175
Example Terms for Week 4 - Weather an d Astronomy incandescent - candle candle that is glowing cosmic - comic comic book about the universe ozone - prone in prone position aborbing rays of sun an
Terms f or Week 4 anemometer - air meter air meter that is used for anemometer concave - cave cave with emphasis on curve inward condensation - coming down arrows near droplets coming down constellation - star relation Big Dipper evaporation - pour pouring liquid from a tea kettle with steam pictured galaxies - C's the letter C as a part of a galaxie nebulla - bull a bull kicking up gas and dust in a nebulla supernova - superman superman exploding from a star transparent - apparent looking through shear curtains the view is apparent eclipse - clip a paper clip that is outlined during an eclipse precipitate - sip a person sipping from precipitation translucent - cent a cent that is visible through a window
APPENDIX J SYSTEMATIC TEACHING WITH A SUBJECT-PROVIDED KEYWORD MNEMONIC CONDITION TEACHER SCRIPT
nirpct-.ion.s
Today you will be taking a test on definitions There are many words on these of vocabulary words You may not recognize many words, and you pages. may not know the definitions for many words. That Find the words that you know and write the is OK.
.
This test will not definitions for those words. count towards your grade in this class. Do not worry about correct spelling, but be sure to write a
complete definition for the words that you do know. (Distribute a form of the Written Vocabulary Screening
Device
.
Write your name, my name, and today's date at (Pause for approximately 1 minute. the top of the page. You may want to have that day's date and your name written
on the board for the students to copy.)
There is no time
Raise your hand when you have written the definitions for as many words as you (Answer any questions.) Are there suiy questions? can. (Collect the papers when students finish Begin. Ready.
limit for this test.
writing the definitions. After students have completed the written screening, then distribute the Matching Vocabulary Screening Device. Directions for the matching assessment
are written on the test
.
176
177
(NOTE:
2ncl
and 3rd
"
2,
and
4.
1.
week.
Card
Card
will
have the vocabulary word, the keyword, the definition of the vocabulary word, and an interactive illustration printed on
it.
2
week.
definition printed on it
Advance Organizer
Day
am going to help you learn the meanings of some vocabulary words We will spend some time
I
.
Today
today,
178
the end of each of these lessons to see how many you have learned, and then you will take a test on
The
towards?"
(NOTE:
Vary the beginning sentence of the advance organizer for the 2nd, 3rd, and 4th weeks of instruction,
i.e.,
some vocabulary terms.") In order to help you learn the meanings of these
words,
own.
want you to use a special method on your The best way to tell you about the method is
I
We will practice
Demonstration
Day
1
(Show card
Suppose
ask you to learn that the word say the word means state definition. There are two important steps to
The first
Listen carefully
A good word clue for sav the word is state keyword, or word clue. (Show both sides of card 1.) You know, like state meaning of
say the word
.
179
OK.
Remember the meaning of the word say the word is The word clue is state keyword, state definition
.
or word clue.
will show you a picture that will help you remember the vocabulary term's The picture will show you the word clue definition.
For the next step
I
show you the word clue doing something with the (Show interactive definition of the vocabulary term.
Remember this picture of Now, if you remember this (Prompt if necessary.) what? picture of describe intera ctive illustration, you will remember later on that say the word means state
interactive illustration.
definition
Modeling
Dav
new vocabulary word each time.) The next word we are going to study is say
a
the word.
2.
3
What is the next word, (call student name)? The word clue for say the word is fitatfi
keyword, or clueword.
4
.
.<?ay
the word.
^v^-
. .
180
(call student
name)
7
of state keyword, or
word clue doing describe interactive illustration with say the word
8
.
name)
10
state definition
Now, what is
randomize the order by shuffling the cards each time.) The word clues and pictures can help you to
Now
method on your own, you need to learn the steps involved. The steps are written on this poster. Are there any questions? (Answer any questions.)
Strategy Phase
-
Guided Practi ce
Day
You
ccui
r.
It.
'^
>.
w'
181
ind a keyword.
imagine the definition doing something with the
keyword,
definition
(Elicit from students that IT FITS is the way to
or
I
will
Who will be
What do
182
we do next?
Give prompts,
corrective feedback, and positive reinforcement when necessary.) We do not have any pictures of the terms,
so you will need to imagine a picture in your head
those two steps, we have finished the IT part of this strategy. (Review IT part.)
The next step is the really fun part, and you will work alone on the rest of these steps the FITS
At first this might seem a little bit hard for you, but once you learn how to do these strategy
steps.
"Find a keyword."
a word clue.
(Point to poster.)
A keyword is
rhyming word or a word that soionds like a part of the vocabulary term. (Ask "What is a keyword?" Refer to example words and their keywords. Question students
regarding the keywords for the example words and elicit how the keywords sounded like the vocabulary term.)
"Imagine the definition doing something with the keyword." (Point to poster.) When we used the example
words that
I
you of the term's definition doing something with the keyword. (Refer to example words and interactive
illustrations.
illustrations.)
Have students describe the interactive
Now, what we have to do for this step
183
in your head.
(Again,
Question
the keyword."
(Point to poster.)
This is an important
or
(Refer to
definition."
step,
you have a good chance of remembering the term's definition for the quiz emd the test. Again, it is very important that when you hear the vocabulary
term, you think of the keyword.
you think about the picture in your head of the keyword doing something with the term's definition, and that helps you to remember the definition of the
term.
(Refer to examples.
Question.)
corrective feedback,
reference to examples.
1^
m-
184
IT Pha.qp
First you will learn the terms and definitions. When I tell you the terms and definitions, I want
you to imagine what the definition looks like. Listen carefully, and think hard so you can get a picture of the definition in your mind. (Repeat these
directions for the 12 target words for that week. Place cards on the chalkboard ledge or bulletin board so that all words are visible for students to refer to when they are
doing the strategy steps.)
Now that you are more familiar with the terms and have an idea in your mind of what the
Good.
definitions look like, it is time to do the next part of the strategy FITS.
FITS Phase
(Students work individually now.
5"
index cards so that students can write the term on one side and the keyword that they think of on the other side.)
You will do one term at a time now. Try to find at least two terms that you can think of a keyword for. The first term is say the word You need to "Find a keyword for sav the word " Think of a word
. .
you know that sounds something like say the word That will be the keyword, or word clue for say the
.
word.
The keyword can be a rhyming word or a word that sounds like a part of say the word You can use these cards to help you remember the keywords
.
ft-
185
During this
Now you need to "Imagine the definition doing something with the keyword" What is the definition of say the word ? What is the keyword for
OK.
.
How can the definition and keyword for say the word do something together? (Circulate
and assist students individually.)
All right.
strategy now, and next you need to "Think about the definition doing something with the keyword" What
.
Make sure that the keyword, the vocabulary term, and the
PEP.)
The last
What is the
DO NOT give
186
keywords or interactive picture ideas to the students. students MUST find and imagine these on their own.)
Advance Organiz er for Davs
The
and
Today you will continue to use the IT FITS strategy to help you learn the definitions of the (Review the strategy terms you are studying this week.
steps.
Review the Distribute index cards to the students. 12 terms for that week and display them on the chalkboard ledge or on a bulletin board so that students can refer to
strategy.
qi-udy Phase and
1.
1.
and
(Continue with IT and FITS until all terms have keywords and imagined interactive pictures. Allow students
to write the vocabulary terms and keywords on opposite sides of index cards if they think that will help them to remember
the keywords.
the
F.val
Dailv
'
Our time for today s instruction on these words Now you need to write as mamy definitions is over. (Distribute a form of the Daily as you can remember. Measure of Vocabulary Definition Device.) Write your
name, my name, and today's date at the top of this You may want to (Pause for approximately 1 minute. page.
r
m.
187
write that day's date and your name on the board so that the
Follow along as
of the page.
Listen.
Find the words that you know. Write the definitions next to the words. I need to tell you one more thing about this Spelling does not count, but be sure to write quiz.
a complete definition of the words that you do know. You will have 5 minutes. Are there any
questions?
Ready.
Begin.
5
minutes.
At the end of
minutes
When appropriate, you may collect the students' papers. want to make a statement of praise regarding the students'
F.vaT
nation
Weekly
Today you are going to take a test on the words (Distribute a form of the that you have been learning. Written Vocabulary Definition Device.) Write your name,
my name, and today's date at the top of the page. You may want to have (Pause for approximately 1 minute. your name and that day's date written on the board for the
students to copy.)
Now think about the pictures you imagined and On try hard to remember the meanings of the words this test there are words that you may not know or remember the meanings of; do not worry about them. Skip the words you do not know and find the words
.
188
words.
(Collect the
Distribute the
Matching Vocabulary Definition Device after all students have completed the written test. At the conclusion of the
weekly evaluation you may want to make a statement of praise regarding the students' performance and cooperation during
that week's instructional sessions.)
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.
II.-
BIOGRAPHICAL SKETCH
19,
1955,
Texas.
retardation.
Germany,
She began
195
University of Florida.
Washington, D.C.
certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Philosophy.
I
^?7-
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Philosophy.
vW^.^^4^
Paul T. Sindelar Professor of Special Education
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of /philosophy
*'v!t''
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m.
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certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Philosophy.
I
J^
Lee J.^I^ullally
I,
'
)_{
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Philosophy.
This dissertation was submitted to the Graduate Faculty of the College of Education and to the Graduate School and was accepted as partial fulfillment of the requirements for the degree of Doctor of Philosophy.
August 1989
Dean, College of Educati
UNIVERSITY OF FLORIDA
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