This study investigated the effects of process mnemonic (PM) instruction on
the computational skills performance of 13- to 14-year-old students with m
athematics learning disabilities. Two experiments are described. In Experim
ent 1, 29 students were randomly assigned to one of four instruction groups
: PM, demonstration-imitation (DI), study skills (SS), or no instruction (N
I). In Experiment 2, instructors with no vested interest in the outcomes of
the study were employed to teach 28 students who were assigned to PM,]DI,
or NI groups. Both PM and DI students made significant improvements in addi
tion, subtraction, multiplication, and division. However, improvements were
often greater for PM students. More importantly, the improvements made by
PM students maintained better than those of BI students over six-week (Expe
riment 1) and eight-week (Experiment 2) follow-up periods.