The Effect of Mnemonic Keyword Strategy Instruction on Vocabulary Retention of Students with Learning Disabilities

Abstract

The present study aimed at investigating the effect of teaching mnemonic keyword strategy on vocabulary learning and retention among students with learning disabilities in Asir region, Saudi Arabia. The participants of this study included 40 students with learning disabilities studying in the ninth grade in one of the middle schools in Abha, Saudi Arabia. These students were equally distributed into two groups (20 students in the control group and 20 students in the experimental group). Vocabulary achievement test (pre-test, post-test, and delayed test) prepared by the researchers to collect the data of this study. Also, the researchers designed 10 lessons to teach the experimental group keyword strategy, while the control group did not receive such instruction. The results of the study showed that there were no statistically significant differences between the control group and the experimental group in the pre-test of vocabulary achievement, while statistically significant differences were found between both groups in the post-test of vocabulary achievement in favor of experimental group. Furthermore, there were statistically significant differences between both groups in the delayed test of vocabulary achievement in favor of experimental groups either.