| Abstract: | Evaluated whether picture mnemonics help prereaders learn letter–sound associations in 2 experiments with 20 1st graders (Exp I), 30 preschoolers, and kindergartners (Exp II). Pictures integrating the associations were compared with disassociated pictures and with a no-picture control condition. Ss in the integrated-picture group learned 5 letter-sound associations (e.g., f, /f/), each represented by a picture whose shape included the letter (e.g., letter f drawn as the stem of a flower) and whose name (flower) began with the letter's sound. Ss in the disassociated-picture group learned letter–sound associations with pictures having the same names as the integrated pictures, but drawn differently—without letter shapes. Ss in the control group learned associations with picture names but no pictures. Prior to letter–sound training, all groups were taught how to segment the initial sounds of the picture names. Results reveal that Ss taught with integrated mnemonics learned more letter–sound associations and also more letter–picture associations than did the other 2 groups, which did not differ. Integrated pictures were effective because they linked 2 otherwise unconnected items in memory. It is concluded that the shape of letters included in pictures reminded learners of previously seen pictures with those shapes whose names began with the relevant letter sounds. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
