Author Title OBJECTIVES METHODOLOGY RESULTS/FINDINGS RECOMMENDATION

Emmanuel Process Mnemonics and This study Two experiments It was found in both It was pointed out that
Manalo 1 Mathematics Learning investigated the were carried out. Experiment 1 and future research should
Disabilities 1 effects of Experiment 2 that process investigate the possibility
process In Experiment 1, 29 mnemonic (PM) of developing process
students with
mnemonic instruction produced mnemonic methods of
instruction on mathematics LD improvements in the instruction for other
were assigned to
the performance of students areas of mathematics LD,
computational either a process with LD who initially as well as other forms of
mnemonic
skills manifested significant LD. 1
performance of instruction group, a deficits in the basic
demonstration-
13- to 14-year- computational skills of
old students imitation instruction Addition, Subtraction,
group (which served
with Multiplication, and
mathematics as a comparison Division. 1
instruction group), a
learning
disabilities study skills group
(which served as a
(LD).1
placebo instruction
group), or a no
instruction group.
Those in the process
mnemonic and the
demonstration-
imitation groups
were provided with
instructions in
computational skills.
The present author
acted as instructor.
Assessments of
performance were
undertaken at pre-
instruction,
immediate post-
instruction, 1 week
later, and 6 to 8
weeks later. 2

In Experiment 2, 28
students with
mathematics LD
were assigned to
groups similar to
those in Experiment
1, but without the
study skills group.
Two research
assistants acted as
instructors to
control for any
possible
unintentional bias,
and to investigate
the effectiveness of
the process
mnemonic method
 when used by other
instructors.
Assessments of
performance were
undertaken at pre-
instruction,
immediate
postinstruction, 1
week later, 4 weeks
later, and 8 weeks
later. 3

Şükran Toka and The Effect of Fast Draw This study The study used one The findings of the study In line with the results,
Adem Keskinb3 Learning Strategy on the investigated the of the revealed that the Fast the researchers
Academic Achievement ways in which semiexperimental Draw Learning Strategy recommend that in order
and Attitudes Towards Fast Draw patterns, the increased the students’ to increase academic
Mathematics3 learning matched pattern. level of academic achievement and to
strategy affects The study was achievement and their develop positive
the third grade conducted with 56 attitude towards attitudes towards
students’ third grade students mathematics on a positive Mathematics, the Fast
academic at a state way. Draw strategy may be
achievement elementary school. used in 3rd graders’
and attitudes The study used Mathematics classes and
toward academic the teachers and teacher
mathematics in achievement test candidates should be
the and attitude scale informed about these
mathematics for mathematics as strategies.
course.3 data collection tools.
The researchers also
Within the
mathematics class recommend future
studies concentrating on
 experiment group different grades and
Fast Draw learning different student levels
strategy was utilized in Mathematics classes
and the control to eliminate learning
group was taught disabilities in
the course according Mathematics courses
to lesson plans and therefore to
prepared in establish the theoretical
accordance with base of this study.
various activities
(reading,
interpreting,
visualization, and
solving the
problem).

Margaret Investigating the Effects The purpose of Seven student All participants improved The proponent
Vanderwarn4 of Evidence-Based this study was received 14 lessons word problem solving recommended that the
Strategies on Word to investigate of explicit from baseline to same studies involving
Problems with the effects of a instruction intervention yielding a special education should
Regrouping for combined embedded with range across participants be made to include a
Elementary Students with strategy cognitive strategies in mean percentage point sample size large enough
Learning Disabilities instruction and paired with a increase from baseline to to lend strong credence
approach on graduated lesson intervention of 15.9 to to statistical analysis. Not
4 strengthening sequence. Four 82.2. On pretest to only replicating this
problem solving different types of posttest for this skill, the study would substantiate
competence of word problem percentage point increase its findings, but also
students with situations involving ranged from 10 to 74 with doing so with a larger
math either addition or a mean increase of 41.4. sample size would
difficulties subtraction with Most students showed support stronger
(MD)5 regrouping were the improvement from
focus of this study. pretest to posttest for
The independent untimed computation
variable consisted of skills ability with results
math instruction in a ranging from a ten
multiplebaseline percentage point decline
design with two to a 55 percentage point
replications. increase and a mean of
Ongoing probes as 20.7 increase.
well as pre- and Additionally, all students
posttests were improved in addition and
administered to subtraction with
evaluate treatment regrouping computation
outcomes. Both fluency from pretest to
word problem posttest revealing a range
solving and in percent increase of
computation skills correct digits per minute
were analyzed. 5 from 15% to 750% with a
mean increase of 121.8%.
All students disclosed high
satisfaction with the
intervention and with the
level of learning incurred.
Combining effective
evidence-based strategy
instruction with a
graduated lesson
sequence showed
promising results for
students with MD for
statistical analysis of the
data.
A second
recommendation to
ensure reliability of
results would be to
shore up fidelity by
having scripted lessons
in place. Especially if
more than one instructor
gets involved with future
studies. By providing
scripted lessons and
written guidance in how
to carry out instruction,
consistency over
implementation within
and across instructor
lessons can be increased.
Finally, the window of
time to conduct lessons
for this study was 30
minutes. Although the
instructional window
should not be too big
(Griffin & Jitendra, 2008),
allowing 50 minutes
would generate enough
time to complete
 solving word problems. 6 individual lessons for
most students within
one lesson window of
time. The shorter, 30-
minute lessons ended up
lengthening the number
of days spent on the
intervention since
participants could not
finish their learning
sheets by the end of a
one-day lesson. This can
interfere with teaching
other IEP-related math
curricula. 6

Maghy S. J. Effectiveness of This study Method adopted in The details of the analysis Mnemonics
Mnemonics on compared the this study was of data shows that when starategieswill be very
Achievement of Students mean pre-test experimental compare to lecture effective to all level of
in Mathematics at and the mean method and the method of teaching, there students, such as gifted,
Highschool Level post-test design adopted exist an effect of average, below
achievement waspre-test ,post- Mnemonics on, average .Therefore it can
6 scores of test non equivalent achievement of students be implement to
expiremental group design .The in mathematics. From the students with disabilities
group and study was analysis it is very clear gifted, below
control group. conducted on a that Mnemonics method average,averageetc The
sample of 120 of teaching is superior to study should be
students of eighth lecture method of extended to large
standard .They were teaching.It also helps to samples involving more
divided into two reduce the difficulty of number of units in order
groups with sixty students in learning to examine the reliability
students in each mathematics..Hence this of the results and ensure
group. One was strategy can be effectively general applicability of
treated as control used in our present findings.
group and other was classroom set up and the
7
taken as package is relevant and
experimental group. significant. It can make
The experimental the students motivated
group was taught and the classroom more
using mnemonics interesting7
strategy and control
group by traditional
method.An
achievement tests
were administered
to both groups after
the experiment. The
scores obtained by
the students of both
groups in the pre-
test and post-tests
are statistically
analyzed.7