The Effect of Using Mnemonic Illustrations on Letter Recognition in First Reading Process

• In Event: Marriott Roundtable Session Three
  In Roundtable Session: Processes of Letter Recognition and Orthographic Awareness (Table 6)

Abstract

The study aims to assess the effectiveness of mnemonic illustrations designed in accordance with dual coding and cognitive load theories on recognition of letters in first reading education. The study that mnemonic illustrations were integrated into the technological tools was designed as quasi-experimental design. Participants consisted of first grade students divided into experimental (N=30), Control 1 (N=25) and Control 2 (N=30) groups. Repeated measures of MANOVA tests indicated that experimental group performed better in recognition of letters compared to their counterparts (F1,82= 727,238, p= ,00, ηp2= ,899). Descriptive analyses revealed that experimental group’s number of ‘correct and speed’ item recognition outperformed the control groups.

Authors

• Barış Kalender, Gaziantep University
  Presenting Author

• Adem Güleç
  Non-Presenting Author