Michelle White #23

LINCS
LINCS is a vocabulary learning strategy suitable for all children but especially children with mild learning
disabilities. LINCS helps students learn vocabulary through word association and connecting vocabulary words
to other events and similar sounding words. LINCS is also meant to help students take control of their own
learning by helping them self-test and self-evaluate to make sure they know the information needed.
HOW TO IMPLEMENT
Step 1

List the parts

Step 2

Identify a Reminding Word

Step 3

Note a LINCing story

Step 4

Create a LINCing picture

Step 5

Self Test & Supervised Practice

Why does this strategy help students with learning disabilities?

This strategy helps students connect new vocabulary words to vocabulary or
things that they already know to help for retention
LINCS is said to help students who have trouble remembering things a way to
strategically package these memories so that they can be retrieved when
needed.
Helps students with mild learning disabilities, especially those with
disabilities related to sequencing, have another way to retrieve memories
that is not directly related to keeping things in order but instead has to do
with associations to pictures, and rhyming words.
Helps ESL students associate words that they do know with new words and
pictures

Michelle White #23

How to Create LINCS Cards

Step One: Write the vocabulary word to be learned at the top of the card. The word to be learnt here is serf.
Step Two: On the back write the definition of the word at the top of the card.

Step Three: Identify a word that the student already knows that is similar in some way. Can mean the same
thing or can also be a word that sounds similar. This example uses server as the reminding word.
Step Four: Students come up with a LINCing story in which they connect their reminding word to their word
vocabulary word to remember.
Step Five: Students come up with a picture that LINCs their story, their reminding word, and their
vocabulary word together.

Sources:
Lebzelter, S., & Nowacek, E. J. (1999). Reading strategies for secondary students with mild
disabilities. Intervention In School & Clinic, 34(4), 212-219. doi:10.1177/105345129903400403
McFarland, J. (1998). Instructional ideas for social studies teachers of inclusion students. Social
Studies, 89(4), 150-153. doi:10.1080/00377999809599842
http://www.kucrl.org/sim/strategies/lincs.shtml