Effects of integrated picture mnemonics on the letter recognition and letter-sound acquisition of transitional first-grade students with special needs

The effects of an integrated picture mnemonic strategy on the letter-sound acquisition of three transitional first-grade students with special needs were investigated using a multiple-baseline-across-students design. Following a baseline period, 20 consonant letters were presented using integrated picture mnemonics. Data were also collected on letter recognition, and students were questioned to determine if they were aware of their strategy use. Results indicated that integrated picture mnemonics were an effective instructional technique for increasing letter-sound acquisition and letter recognition. Followup data collected at two-week and four-week delay intervals demonstrated that results maintained over time.