Author(s)

Gabrielle McNamara

Date Approved

7-9-2012

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Language, Literacy, and Special Education

College

College of Education

First 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.

Share

COinS