Document Type
Project
Publication Date
2025
Abstract
This action-research study examined whether embedded picture-mnemonic letter cards improved kindergarten students’ letter-sound accuracy, fluency, and enjoyment compared with plain alphabet cards. Twelve students in a private early-childhood school participated in a six-week intervention embedded within daily phonics instruction. Students were randomly assigned to either a control group using plain lowercase letter cards or an experimental group using embedded picture-mnemonic cards. Data were collected through baseline and post-intervention Letter-Sound Accuracy (LSA) and Letter-Sound Fluency (LSF) probes, weekly enjoyment ratings, and observational field notes. Results indicated that students using picture-mnemonic cards demonstrated notable gains in both accuracy and fluency, along with more stable enjoyment across the study period. Qualitative observations further revealed increased persistence, strategy use, and on-task behavior among experimental-group students. Findings suggest that embedded picture mnemonics offer a low-cost, developmentally appropriate scaffold that may strengthen grapheme–phoneme mapping and support equitable access to early literacy skills. Implications for classroom practice and future research are discussed.
Recommended Citation
Alexander, Bryn E., "Picture-Mnemonics and Letter-Sound Fluency in Kindergarten" (2025). Selected Master of Education Action Research Projects. 6.
https://digitalcommons.georgefox.edu/actionresearch/6