Sidney R. Miller

Effects of the Keyword Mnemonic Strategy on Vocabulary Acquisition and Maintenance by Learning Disabled Children

Sixty-four 12-year-old students identified as learning disabled poor readers were participants in a study designed to test the efficacy of using an imposed keyword strategy to teach 50 word meanings. Based on a measure of receptive language, 32 students with “high” and 32 with “low” receptive vocabularies were assigned randomly to one of four conditions: keyword-image, picture context, sentence-experience context, or control. Seven learning disabilities teachers were responsible for instructing all four methods to appropriate students. Vocabulary items were presented 10 at a time over a 5-week period, and definition recall was assessed during four time phases on a multiple-choice test. Results of the three-way ANCOVA indicated that keyword condition students significantly outperformed students assigned to all other conditions. In addition, students taught via the keyword method recalled significantly more word meanings during the initial time phase and maintained significantly higher levels of vocabulary achievement 10 weeks after treatment had ended.

Social-Performance Expectations of Professionals for Behaviorally Disordered Youth

Understanding what they are and are not. Reston VA: The Council for Exceptional Children. 1977. Brown. L.L., & Hamill, D.}. Behavior rating profile: An ecological approach to behavioral assessment. Austin TX: Pro-ad, 1978. Coulter, W.A., & Morrow. H.W. Adaptive behavior: Concepts and measurements. New York: Grune & Stratton, 1978. Doll, E.A. Vineland social maturity scale. Circle Pines MN: American Guidance Services. 1965. Heber. R. A manual on terminology and classification in mental retardation. American Journal of Mental Deficiency. September 1961. (Monograph Supplement) Lambert. N.• Windmiller, N., Cole. 1., & Figueroa, R. AAMD adaptive behavior scale-public school version manual. 1974 revision. Washington DC: American Association on Mental Deficiency, 1975. Leland, H.W. From concepts to measurement in adaptive behavior. Columbus: Ohio State University, 1978 (ERICDocument Reproduction Service No. ED 170 168). Leland. H.W. Theoretical considerations of adaptive behavior. In W.A. Coulter & H.W. Morrow [Eds.], Adaptive behavior: Concepts and measurements. New York: Grune & Stratton. 1978. (b) Mercer, J.R. SOMPA: System of multicultural pluralistic assessment-Concepts and technical manual. New York: The Psychological Corporation, 1979. Mercer. J.R., & Lewis. }.F. SOMPA: System of multicultural pluralistic assessment-Parent interview. New York: The Psychological Corporation. 1977. Prichard. K.W., & Buxton. T.H. Concepts and theories in sociology of education. Lincoln NE: Professional Educators Publications. 1973. Salvia, }.. & Ysseldyke, J.E. Assessment in special and remedial education. Boston: Houghton Mifflin, 1978. Shertzer. B.. & Stone. S.C. Fundamentals of counseling (3rd ed.). Boston: Houghton Mifflin. 1980.

Research and Development Problems in the Delivery of Career Development Programs for Exceptional Individuals.

The authors would like to extend their appreciation to the DCD Research Committee for their reviews and critique throughout the study: Dr. Melville J. Appell, U.S. Office of Special Education; Dr. James M. Brown, University of Minnesota; Dr. Patrick J. Schloss, Pennsylvania State University; and Dr. Patricia A. Sitlington, Indiana University. Over the past several years, numerous improvements have expanded ca-

Proposed Federal Guidelines

(d) Fourth grade: performance a t grade level 2.0 or below (e) Fifth grade: performance a t grade level 2.5 o r below (f) Sixth grade: performance a t grade level 3.0 or below (g) Seventh grade: performance a t grade level 3.5 or below (h) E i g h t h g r a d e a n d beyond: performance a t grade level 4.0 or below In summary, these proposed rules and regulations seem to d o what they were intended to: set numerical parameters around the population to be served (and funded) under PL 94-142. It should simplify the administration of special education but, unfortunately, will probably not help us better understand or define the nature of learning disabilities.

A Crisis in Appropriate Education: the Dearth of Data On Programs for Secondary Handicapped Adolescents

The push by federal, state, and local educational agencies to build appropriate services for secondary handicapped youths is being impeded by a lack of data. A review of the literature suggests that no significant research has been conducted with adolescents with educational handicaps in the areas of achievement motivation, labeling, memory and retrieval, moral development, and cognitive development and integration. Without research into these areas, educators will be faced with the continuing responsibility of building identification, assessement, program, placement, and ancillary services while lacking the necessary information.

Dyslexia: a Term in Search of a Definition

For more than 10 years investigators have suggested that there are various types of reading disorders. Articles appearing in the Journal of Learning Disabilities, from 1971 through 1980, were reviewed to determine what effects this notion has had on reading research. Two questions guided the focus for the review: (a) How is reading disorder currently defined? and (b) Do researchers specify the type of disorder under investigation? It was found that the disorders were most often defined in terms of a deficient reading or spelling score on a standardized test. Of the 45 studies reviewed, only 1 specified the type of disorder being examined. It is evident that the notion of distinct types of reading disorders has not been incorporated into current research.