본 연구는 정보기억전략이 초등학교 학습부진 및 학습장애 학생들의 사회과 학업 성취도에 미치는 효과를 검증하고자 실시되었다. 연구에 참여한 대상은 C도 소재 초등학교 5학년 학습부진 학생 3명과 학습장애 학생 3명이었다. 연구자가 제작한 정보기억전략 검사지를 이용하여 학생들의 전략 활용 능력을 측정하였으며, 사회과학업성취도도 검사하였다. 본 연구에서는 정보기억전략을 전략교수 8단계 과정을 통해 적용하였으며, 대상자간 중다 기초선 설계를 이용하여 전략 교수의 효과를 검증하였다. 연구결과, 학습부진 및 학습장애 학생들이 정보기억전략을 완전학습 할 수 있었으며, 전략 훈련이 사회과 학업성취도를 향상시킬 수 있는 것으로 나타났다. 또한 정보기억전략이 사회과 학업성취도뿐만 아니라 국어과의 학업성취도에도 파급되어 성취도를 향상시키는 데 기여할 수 있는지에 대해서 논의하였다.

This study was implemented to examine the effects of a Remembering Information Strategy to the achievements of social studies of elementary underachievers with and without LD. The subjects were three 5th graders with LD and three underachievers from an elementary school in J-eup in Choongnam province. The ability of strategy usage was measured by the strategy mastery tests developed by Kim and Park (2004). The achievements in social studies were also obtained. This study employed the eight stages to instruct the Strategy and a multiple-baseline design across students to examine the effects of the strategy instruction. For the purposes, the researcher used the strategy developed by Kim and Park (2004). The findings of this study were as follows: First, all subjects mastered the Remembering Information Strategy. Second, the Remembering Information Strategy was effective for the subjects's performance of social studies. The above-mentioned findings seemed to suggest that the Remembering Information Strategy could bring a positive change to the achievement of social studies of the underachievers with and without learning disabilities. To generalize the findings of this study, to clone this kind of study might be necessary. The researcher also discussed that the Strategy instruction could improve achievements of other curriculum areas including social studies.

This study was implemented to examine the effects of a Remembering Information Strategy to the achievements of social studies of elementary underachievers with and without LD. The subjects were three 5th graders with LD and three underachievers from an elementary school in J-eup in Choongnam province. The ability of strategy usage was measured by the strategy mastery tests developed by Kim and Park (2004). The achievements in social studies were also obtained. This study employed the eight stages to instruct the Strategy and a multiple-baseline design across students to examine the effects of the strategy instruction. For the purposes, the researcher used the strategy developed by Kim and Park (2004). The findings of this study were as follows: First, all subjects mastered the Remembering Information Strategy. Second, the Remembering Information Strategy was effective for the subjects's performance of social studies. The above-mentioned findings seemed to suggest that the Remembering Information Strategy could bring a positive change to the achievement of social studies of the underachievers with and without learning disabilities. To generalize the findings of this study, to clone this kind of study might be necessary. The researcher also discussed that the Strategy instruction could improve achievements of other curriculum areas including social studies.