Exploring effects of the keyword method on limited English proficient students' vocabulary recall and comprehension

Zhang, Zhigang; Schumm, Jeanne Shay

doi:10.1080/19388070009558322

Cited by 10 publications

(19 citation statements)

References 28 publications

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“…This is especially interesting because mnemonic strategies are particularly language based, and it could be argued that students less fluent in the English language could be expected not to benefit as much from mnemonic instruction. Although the literature for this type of learner is sparse (Avila & Sadoski, 1996;Zhigang & Schumm, 2000), the results here do in fact support the use of keywords for the ESL population in this study. Furthermore, in a recent study reported by Lang, Mastropieri, Scruggs, and Porter (2004), ESL students in inclusive classes were found to benefit from strategic instruction in algebra, whereas other students, including students with LD, did not.…”

Section: Discussionsupporting

confidence: 70%

Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes

Fontana

Scruggs

Mastropieri

2007

Remedial and Special Education

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A B S T R A C T Fifty-nine students enrolled in 4 inclusive world history classes in a suburban high school participated in a within-participants research design to compare the relative effects of mnemonic strategies and direct instruction on academic performance. Regularly assigned high school teachers delivered instruction during history class periods. Keywords with interactive illustrations were alternated with direct instruction procedures to teach 2 units of world history to students in Grades 10 and 11 over a 4-week period. The results revealed no significant differences by condition or group on immediate unit tests. On the cumulative delayed recall tests, however, differences were observed by condition and group. An obtained interaction effect revealed that students for whom English was a second language scored significantly higher in the mnemonic condition, whereas no differences were observed for first-language English, general education students, or students with learning disabilities. Analysis of strategy use data revealed that students employed appropriate strategies, and observational data confirmed that student time on task was higher in the mnemonic condition. Survey data revealed general overall satisfaction with mnemonic strategies on the part of teachers and students. Implications for further research and practice are discussed.

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Section: Discussionsupporting

confidence: 70%

Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes

Fontana

Scruggs

Mastropieri

2007

Remedial and Special Education

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“…Older students' knowledge of taught second-language vocabulary tends to regress after instruction (Lovelace & Stewart, 2009;Min, 2008;Zhang & Schumm, 2000), although multiple exposures (Folse, 2006;Rott, 2007) and output-oriented instruction (Kitajima, 2001) may support retention. Ricketts, Bishop, and Nation (2008) found that, although 9-to 10-year-old good and poor comprehenders showed similar ease in learning the meanings of invented words, poor comprehenders did not retain these words as well.…”

Section: Vocabulary Knowledge In At-risk Middle School Readersmentioning

confidence: 99%

Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories

Lawrence

Rolland²,

Branum‐Martin

et al. 2014

Journal of Education for Students Placed at Risk (JESPAR)

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We tested whether urban middle-school students from mostly low-income homes had improved academic vocabulary when they participated in a freely available vocabulary program, Word Generation (WG). To understand how this program may support students at risk for long-term reading difficulty, we examined treatment interactions with baseline achievement on a state standardized test and also differential effects for students with (n D 398) and without (n D 1,395) individualized education plans (IEPs). Students in this unmatched quasi-experiment (5 WG and 4 comparison schools) completed pre-and postvocabulary assessments during the intervention year. We also retested student vocabulary knowledge after summer vacation and the following spring on 11 target words to construct a longitudinally consistent scaled score across 4 waves of data. Growth models show that students experienced summer setback. Although there were no average underlying differences in growth or differences in summer setback for students by baseline achievement, better readers improved more from program participation. IEP status did not predict differential benefits of program participation, and students with IEPs maintained gains associated with participation in WG; however, participation in the program did not change underlying growth trajectories favoring students who did not have IEPs.

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“…Existe un grupo de trabajos en los que la MPC es más eficaz que otros métodos a largo plazo (Carney & Levin, 1988;Zhang & Schumm, 2000;Campos et al, 2010;2011;Saricoban & Basibek, 2012;Tavakoli & Gerami, 2013;Siriganjanavong, 2013), pero también existen trabajos donde la eficacia a largo plazo del método se cuestiona (Wang et al, 1992;Wang & Thomas, 1995;Thomas & Wang, 1996;Wieczynski & Blick, 1996;vanHell & Mahn, 1997;Campos et al, 2003).…”

Section: Figura 2 Número De Artículos Publicados Por Añounclassified

“…El método con el que más se ha comparado ha sido el método o aprendizaje por repetición. Existen trabajos donde la MPC obtuvo mejores resultados que el método de repetición (Wang et al, 1992;Wang & Thomas, 1995;Carney & Levin, 1998;Zhang & Schumm, 2000;Campos et al, 2004;2010), y trabajos en los que el método de repetición es superior (Wang et al, 1992;Thomas & Wang, 1996;vanHell & Mahn, 1997;Campos et al, 2003). Wang et al (1992) observaron que cuando el número de exposiciones a las palabras aumentaba, la ejecución del grupo de repetición era mejor que el de la MPC.…”

Section: Figura 2 Número De Artículos Publicados Por Añounclassified

“…Existen trabajos donde la recogida de datos a largo plazo se realizó al día siguiente (Campos et al, 2010), a los dos días (Wang et al 1993;Wang & Thomas, 1995;Thomas & Wang, 1996;Carney, & Levin, 1998), tras una semana (Wang et al, 1992;Wieczynski & Blick 1996;Carney & Levin, 1998;Zhang & Schumm, 2000;Campos et al, 2002;2003;2004) y hasta un mes después (Dolean, 2014). También hay trabajos donde se han realizado dos medidas a largo plazo (vanHell & Mahn, 1997;Carney & Levin, 1998;Dolean, 2014).…”

Section: Figura 2 Número De Artículos Publicados Por Añounclassified

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Eficacia de la mnemotecnia de la palabra clave en el recuerdo a largo plazo de palabras de un segundo idioma

Goñi-Artola

González

2017

R Est Inv Psico y Educ

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Eficacia de la mnemotecnia de la palabra clave en el recuerdo a largo plazo de palabras de un segundo idiomaThe effectiveness of the keyword mnemonic in long-term retention of words from a second language Aitziber Goñi-Artola, María Ángeles González Universidade da Coruña ResumenLa mnemotecnia de la palabra clave es una técnica descrita por Atkinson y Raugh en 1975 para el aprendizaje de vocabulario en un segundo idioma. Este trabajo consiste en una revisión sistemática de los resultados publicados, desde entonces hasta la fecha, sobre la eficacia de la mnemotecnia de la palabra clave en el recuerdo a largo plazo de palabras de un segundo idioma. Tras el análisis de las publicaciones localizadas en las diferentes bases de datos consultadas, se constata la ausencia de un resultado uniforme, debido en gran parte a la heterogeneidad de las investigaciones. Todavía son necesarios nuevos estudios para poder llegar a conclusiones definitivas sobre la eficacia de esta técnica en este tipo de recuerdo. Palabras clave: método de la palabra clave, mnemotecnia, memoria, recuerdo a largo plazo. AbstractKeyword mnemonic is a technique for second language vocabulary learning. This technique was first described by Atkinson and Raugh in 1975. This work is a systematic review of the published results, since then up to the date, about the effectiveness of the keyword mnemonic in the long term retention of words from a second language. After the analysis of the publications found in different databases, the absence of an uniform result is verified, probably due to the heterogeneity of the investigations. Further studies are still needed to be able to draw definitive conclusions on the effectiveness of the keyword mnemonic in this type of recall.

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Exploring effects of the keyword method on limited English proficient students' vocabulary recall and comprehension

Cited by 10 publications

References 28 publications

Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes

Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes

Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories

Eficacia de la mnemotecnia de la palabra clave en el recuerdo a largo plazo de palabras de un segundo idioma

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