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.
DeLoacheJ.S.ToddC.M. (1988). Young children's use of spatial categorization as a mnemonic strategy. Journal of Experimental Child Psychology, 46, 1–20.
3.
DunnL.M.DunnL.M. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
4.
DunnL.M.MarkwardtF.C.Jr. (1970). Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service.
5.
EhriL.C.DeffnerN.D.WilceL.S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76, 880–893.
6.
FeltonR.H. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, 583–589.
7.
FulkB.M. (1994). Mnemonic keyword strategy training for students with learning disabilities. Learning Disabilities Research & Practice, 9, 179–185.
8.
HurfordD.P. (1990). Training phonemic segmentation ability with a phonemic discrimination intervention in second- and third-grade children with reading disabilities. Journal of Learning Disabilities, 23, 564–569.
9.
HurfordD.P.SandersR.E. (1990). Assessment and remediation of a phonemic discrimination deficit in reading disabled second and fourth graders. Journal of Experimental Child Psychology, 50, 396–415.
10.
HurfordD.P.DarrowL.J.EdwardsT.L.HowertonC.J.MoteC.R.SchaufJ.D.CoffeyP. (1993). An examination of phonemic processing abilities in children during their first-grade year. Journal of Learning Disabilities, 26, 167–177.
11.
KauA.S.WinerG.A. (1987). Incidental learning in young children tested with words or words plus pictures as stimuli. Journal of Experimental Child Psychology, 43, 359–366.
12.
KazdinA.E. (1982). Single-case research designs. New York: Oxford Press.
13.
MannV.A. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26, 259–269.
14.
MantzicopoulosP.Y.FulkB.M. (1995). Readiness rooms: Why are they still around?The Educational Forum, 59, 298–304.
MastropieriM.A.FulkB.M. (1990). Enhancing academic performance with mnemonic instruction. In ScruggsT.E.WongB.Y. L. (Eds.), Intervention research in learning disabilities (pp. 102–121). New York: Springer-Verlag.
17.
MastropieriM.A.ScruggsT.E. (1987). Reading. Effective instruction in special education (pp. 119–162). Boston: Little-Brown.
18.
MastropieriM.A.ScruggsT.E. (1989). Mnemonic social studies instruction: Classroom applications. Remedial and Special Education, 20, 40–46.
19.
MastropieriM.A.ScruggsT.E.WhittakerM.E. S.BakkenJ.P. (1994). Applications of mnemonic strategies with students with mild mental disabilities. Remedial and Special Education, 15, 34–43.
20.
PressleyM.LevinJ.R.DelaneyH.D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61–91.
21.
ScruggsT.E.MastropieriM.A. (1989). Reconstructive elaborations: A model for content area learning. American Educational Research Journal, 26, 311–327.
22.
ScruggsT.E.MastropieriM.A. (1990a). Mnemonic instruction for students with learning disabilities: What it is and what it does. Learning Disability Quarterly, 13, 271–280.
23.
ScruggsT.E.MastropieriM.A. (1990b). Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization. Exceptional Children, 58, 219–229.
24.
ScruggsT.E.MastropieriM.A. (1993). Special education for the twenty-first century: Integrating learning strategies and thinking skills. Journal of Learning Disabilities, 26, 392–398.
25.
SullivanG.S.MastropieriM.A.ScruggsT.E. (1995). Reasoning and remembering: Coaching students with learning disabilities to think. Journal of Special Education, 29, 310–322.
26.
SwansonH.L. (1987). Memory and learning disabilities: Advances in learning and behavioral disabilities. Greenwich, CT: JAI.
VellutinoF.R.ScanlonD.M. (1982). Verbal processing in poor and normal readers. In BrainerdC.J.PressleyM. (Eds.), Verbal processes in children: Progress in cognitive development research (pp. 189–254). New York: Springer-Verlag.
29.
WechslerD. (1989). Wechsler Preschool and Primary Scale of Intelligence-Revised. San Antonio, TX: Psychological Association.
