References: Mnemonic Device

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References

Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.

Campos, A., Rodríguez-Pinal, M. D., & Pérez-Fabello, M. J. (2014). Receptive and productive recall with the keyword mnemonics in bilingual students. Current Psychology, 33, 64-72.

Cioca, L. I., & Nerișanu, R. A. (2020). Enhancing creativity: Using visual mnemonic devices in the teaching process in order to develop creativity in students. Sustainability, 12(5), 1985.

Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.

Florida Department of Education. (2010). Classroom cognitive and meta-cognitive strategies for teachers: Research-based strategies for problem-solving in mathematics K-12.

Hayes, O. C. (2009). The Use of Melodic and Rhythmic Mnemonics to Improve Memory and Recall in Elementary Students in the Content Areas. Online Submission.

Intons-Peterson, M.J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them? Journal of Experimental Psychology, 115(3), 267-280.

Lipsett, A. (2011). Supporting emotional regulation in elementary school: Brain-based strategies and classroom interventions to promote self-regulation. LEARNing Landscapes 5(1), 157-175.

Macklem, G. (2010). Practitioner's guide to emotional regulation in school-age children. New York, NY: Springer Science + Business Media, LLC.

Moschkovich, J. (2012). Mathematics, the Common Core, and language: Recommendations for mathematics instruction for ELs aligned with the Common Core. Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards, 94, 17.

Putnam, A. L. (2015). Mnemonics in education: Current research and applications. Translational Issues in Psychological Science, 1(2), 130.

Ramlow, E., & Little, J. (2020). The Rainbow Mnemonic Improves Recall in Preschool Children. In CogSci.

Scruggs, T. E., & Mastropieri, M. A. (1990). Mnemonic instruction for students with learning disabilities: What it is and what it does. Learning Disability Quarterly, 13(4), 271-280.

Scruggs, T. E., Mastropieri, M. A., Berkeley, S. L., & Marshak, L. (2010). Mnemonic strategies: Evidence-based practice and practice-based evidence. Intervention in School and Clinic, 46(2), 79-86.

Roskos, K.A., Christie, J.F., Richgels, D.J. (2003). The essentials of early literacy instruction. Washington, DC: National Association for the Education of Young Children.

Uberti, H. Z., Scruggs, T. E., & Mastropieri, M. A. (2003). Keywords make the difference!: Mnemonic instruction in inclusive classrooms. Teaching Exceptional Children, 35(3), 56-61.

Watt, S. J., Therrien, W. J., Kaldenberg, E., & Taylor, J. (2013). Promoting inclusive practices in inquiry-based science classrooms. Teaching Exceptional Children, 45(4), 40-48.

Werner, R. (2018). Music, movement and memory: Pedagogical songs as mnemonic aids. TESOL Journal, 9(4), 1-11.

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.

Zazkis, R., & Rouleau, A. (2018). Order of operations: On convention and met-before acronyms. Educational Studies in Mathematics, 97(2), 143-162.