This study conducted in a midwestern city, addressed problems experienced by learning disabled (LD) students in recalling specialized science and social studies vocabulary. This apparent problem was confirmed by a teacher questionnaire and analyses of types and frequency of test errors on recent exams. Students appeared unfamiliar with memory strategies as a means to enhance vocabulary recall. Previous production deficiency studies had suggested the teaching of mnemonic strategies and imposition of other organizational strategies as successful solutions to vocabulary recall problems in LD children. Lists of selected key terms from each content area and grade level were created, and on single sheets of paper a keyword was illustrated interacting with the meaning or attribute of the term. These sheets were used in training sessions, and students' understanding of the terms tested. Results indicated the program was effective, with LD students in the 85-116 IQ range showing both clearest ability to use the keyword system and commensurate benefits. Interviews with students showed heightened awareness of the relationship of mnemonic aids to improved recall. The teacher questionnaire and student strategy interview format are appended. Contains 46 references. (PB)