Date Approved
7-9-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Kuder, S Jay
Subject(s)
Language arts (Preschool); Audio-visual materials
Disciplines
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Abstract
The purpose of this study is to compare the use of embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards on students' letter recognition and letter sound knowledge. The study implemented a single subject, alternating treatment design. The participants were three preschool students. A pretest, posttest, and one week follow-up were utilized to collect data. The independent variables were the use of the embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards. The dependent variable was the measure of the participants' letter recognition and letter sound knowledge. Overall, the results of the study showed both embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards to be effective in increasing students' letter recognition and letter sound knowledge. However, a slight difference in results may suggest embedded letter and picture mnemonic cards are more efficient in increasing letter recognition and letter sound knowledge for some children.
Recommended Citation
McNamara, Gabrielle, "The effectiveness of embedded picture mnemonic alphabet cards on letter recognition and letter sound knowledge" (2012). Theses and Dissertations. 302.
https://rdw.rowan.edu/etd/302
