Using Mnemonics to Increase Early Literacy Skills in Urban Kindergarten Students
- 189 Downloads
The purpose of this study was to examine the effects of an integrated mnemonics strategy on consonant letter naming and consonant sound production on three kindergarten students at-risk for academic failure. Flashcards were developed where the target capital letter was enhanced and imbedded as part of the known picture (e.g., the letter D as the doorknob on a door, the letter F as the flag and flagpole). The mnemonic strategy was assessed using a multiple baseline across students design. Results showed that all three students increased in both the number of consonants named and the number of consonant sounds produced. In addition, all three students maintained performance at the 1 and 3 week followup. Also, based on a pre- and post-assessment, 2 students demonstrated generalization to the ability to name words beginning with consonants letter-sound learned.
Unable to display preview. Download preview PDF.
- Barlow, D.H., & Hersen, M. (1984). Single case experimental design: Strategies for studying behavior change. Needham Heights, MA: Allyn and Bacon.Google Scholar
- Fulk, B.M., Loman, D., & Belfiore, P.J. (1997). Effects of integrated picture mnemonics on letter recognition and letter-sound acquisition of transitional first grade students with special needs. Learning Disability Quarterly, 20, 33–42.Google Scholar
- Gunn, B.K., Simmons, D.C., & Kameenui, E.J. (1998). Emergent literacy: Research bases. In D.C. Simmons & E.J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 2–50). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
- Juel, C. (1988). Learning to read and write:Alongitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437–447.Google Scholar
- Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistics units and instructional strategies. Reading Research Quarterly, 35, 458–492.Google Scholar
- Neuman, S.B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36, 8–26.Google Scholar
- Pressley, M., Levin, J.R., & Delaney, H.D. (1982). The mnemonic keyword strategy. Review of Educational Research, 52, 61–91.Google Scholar
- Roller, C. (2000). The International Reading Association responds to a highly charged policy environment. The Reading Teacher, 53, 626–639.Google Scholar
- Smith, S.B., Simmons, D.C., & Kameenui, E.J. (1998). Phonological awareness: Research bases. In D.C. Simmons & E.J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 61–128). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar