Enhancing letter recognition in first graders with embedded picture mnemonics: insights from cognitive load and dual coding theories

TL;DR

This study shows that using picture mnemonics helps first graders learn letters faster and better, based on cognitive theories.

Contribution

The study introduces embedded picture mnemonics for the Turkish alphabet and validates their effectiveness using cognitive theories.

Findings

The experimental group outperformed control groups in letter recognition accuracy and speed.

Mnemonic-based instruction showed large effect sizes in both accuracy and speed of letter recognition.

Results support Cognitive Load and Dual Coding Theories in enhancing early literacy.

Abstract

This study aimed to evaluate the effectiveness of embedded picture mnemonics, specifically designed for the Turkish alphabet, in improving letter recognition skills among first-grade students. The research was grounded in two prominent cognitive frameworks: Cognitive Load Theory and Dual Coding Theory. While Cognitive Load Theory suggests that reducing unnecessary cognitive effort enhances learning, Coding Theory posits that combining verbal and visual information strengthens memory and comprehension.

A quasi-experimental design was used, with participants divided into three groups: an experimental group (N=30) and two control groups (N=25 and N=30). Letter recognition accuracy and speed were assessed using a multiple-choice test administered via tablets, and data were analyzed using 2x3 doubly multivariate repeated measures analysis of variance (RM-MANOVA).

Multivariate analysis revealed a significant main effect for the intervention group, with the experimental group significantly outperforming both control groups. Specifically, the mnemonic-based instruction yielded large effect sizes for both letter recognition accuracy (F(2, 82) = 11.68, p < 0.001, ηp2 = 0.222) and recognition speed (F(2, 82) = 22.59, p < 0.001, ηp2 = 0.355). Descriptive statistics also showed that students in the experimental group achieved higher letter recognition accuracy and faster recognition speed in both measurement points.

The results are consistent with theoretical assumptions derived from Cognitive Load Theory, suggesting that embedded picture mnemonics may support more efficient processing of letter–sound correspondences. Moreover, the use of visual associations supported by dual coding enhanced students’ ability to recognize and recall letters. These findings align with prior research and highlight the potential of mnemonic-based strategies in early literacy instruction within similar linguistic and instructional contexts.

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