Mnemonic instruction involves using memory techniques to help students learn and recall information more effectively. Some examples of mnemonic techniques include keyword methods, pegword methods, and acronyms. Research has shown that mnemonic instruction is particularly beneficial for students with learning disabilities or in special education classrooms. While mnemonics can make learning more engaging, other research has found that simple memorization may be better for retention of information in the long run. Overall, mnemonic instruction works best as a supplemental strategy rather than a primary teaching method.

1. Mnemonic Instruction
Helping Children Learn More Effectively
Louise Pihlman
SOE 115 – Psychology of Teaching and Learning
Kendall College

2. Mnemonic Instruction: Helping Children Learn More Effectiv2
What is mnemonic instruction?
According to Edublox (2017), mnemonics are memory aiding
techniques which were first credited to Simonides of Ceos,
a Greek poet. After centuries, these techniques have been
adapted to be used more frequently in the classroom. This
adaptation has become better known as mnemonic
instruction, which is “a set of strategies designed to help
students improve their memory of new information”
(Fairbrother, M. & Whitley, J., 2014). Using this, teachers
are able to help their students connect their new learning
experiences to what they already know. This strategy can
be used in a variety of different learning areas.

3. Mnemonic Instruction: Helping Children Learn More Effectiv3
Why mnemonic instruction?
I chose this strategy because I have a prior personal
experience with it. When I first immigrated to the United
States, I did not speak very much English. My teachers
used mnemonic instruction to help me learn the language
quickly and more accurately. It is also something that has
benefited me in my other educational experiences, as well.
[Untitled illustration of mnemonics]. Retrieved from
http://www.ldatschool.ca/executive-
function/mnemonics/

4. Mnemonic Instruction: Helping Children Learn More Effectiv4
Credible Source #1
There are various types of mnemonic instruction strategies,
which include the following: keyword method, pegword
method, letter strategies: acronyms, and other school-
relevant mnemonic strategies. According to Fairbrother and
Whitley (2014), it can be difficult for teachers to implement
these strategies in the classroom due to the lack of quality
published mnemonic materials. Despite this, studies,
conducted both laboratory-based and field-based, have
shown that mnemonic instruction “is an effective tool for
enhancing academic skills” (Fairbrother, M. & Whitley, J.,
2014). This strategy is also extremely helpful to students
with learning disabilities, etc.

5. Mnemonic Instruction: Helping Children Learn More Effectiv5
Credible Source #2
Waite-McGough (2012) states that
mnemonics and songs are
frequently used in the classroom
in order to increase students’
overall knowledge in all content
areas. These techniques help
students solidify what they are
learning to their memories.
Integrating mnemonics into the
classroom can create a unique
and fun atmosphere, suggests
Waite-McGough (2012). A
common example of a mnemonic
device in the classroom is the
mnemonic alphabet.
[Illustration of mnemonic alphabet].
Retrieved from http://language-
english.jimdo.com/2012/07/07/english-
alphabet-mnemonics

6. Mnemonic Instruction: Helping Children Learn More Effectiv6
Mnemonic instruction is a common
technique in today’s classrooms,
but is it beneficial? Research by
Scott and Goetz (1978) states
that there are several mnemonic
devices, but that they all include
previously paired-associates with
to-be-learned material. In their
study of rote memorization
versus a mnemonic game, Scott
and Goetz (1978) found rote
memorization to provide better
recall, of both short term and long
term, than the game.
Credible Source #3
[Example of imagery]. Retrieved from
http://www.pic2fly.com/Mnemonic+Techn
iques.html

7. Mnemonic Instruction: Helping Children Learn More Effectiv7
Analysis of Information
Throughout my research, I have found that one commonality
between all three sources is that mnemonic devices are
tremendously helpful to children with disabilities. I found this
to be extremely interesting, as mnemonics are not
something I had previously considered to be commonplace
in special education classrooms. Scott and Goetz (1978)
found that mnemonic devices have been beneficial to
individuals in the deaf community, where as Fairbrother and
Whitley (2014) concluded that they were primarily beneficial
to children with learning disabilities.

8. Mnemonic Instruction: Helping Children Learn More Effectiv8
Connections to Educational
Psychology
While each individual mnemonic device can be an example of
various theories in educational psychology, overall they
reflect Piaget’s stages of cognitive development, particularly
the preoperational stage. According to Woolfolk (2016), the
preoperational stage occurs between the ages of two and
seven. During this stage, children will often use symbols or
images to describe the world around them. Using these
symbols or images is, in actuality, a simplified mnemonic
device. The children are using them in order to recall
memories and words of the pictured object. This ultimately
helps them to build on their cognitive development,
language development, and occasionally their social-
emotional development during peer interactions.

9. Mnemonic Instruction: Helping Children Learn More Effectiv9
Conclusions
My findings show that mnemonics can create fun and unique
classroom environments, but that they are not always great
ways to increase knowledge retention. Scott and Goetz
(1978), for example, mentioned that some mnemonic
devices can act as distractions to the learner and cause
them to remember only the activity and not what they
learned. While mnemonics may be helpful in some areas of
teaching, i.e. remembering beginning letters, they should
not be used consistently as a teaching strategy. Mnemonic
instruction may not be helpful in a traditional classroom, but
it is extremely beneficial to children in special education
classrooms. Perhaps one day we can have access to
quality mnemonic games, etc. that will benefit our traditional
classrooms as well.

10. Mnemonic Instruction: Helping Children Learn More Effectiv10
References
Edublox. (2017). Simonides of Ceos and the Art and History of
Mnemonics. Retrieved from
https://www.edubloxsa.co.za/simonides-ceos-art-history-mnemonics/
Fairbrother, M. & Whitley, J. (2014). Mnemonics. LDAOeng. Retrieved
from http://www.ldatschool.ca/executive-function/mnemonics/
Scott, L., Goetz, E. (1978). Memorization Tasks: Rote Learning vs.
“Fun” Learning. ERIC database. Retrieved from
https://eric.ed.gov/?id=ED174357
Waite-McGough, A. (2012). Teaching Through Mnemonics in
Elementary School Classrooms. ERIC database. Retrieved from
https://eric.ed.gov/?id=ED531705
Woolfolk, A. (2016). Educational Psychology. 13th edition. Pearson.