{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1301"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1301","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The effectiveness of embedded picture mnemonic alphabet cards on letter recognition and letter sound knowledge","abstract":"The purpose of this study is to compare the use of embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards on students' letter recognition and letter sound knowledge. The study implemented a single subject, alternating treatment design. The participants were three preschool students. A pretest, posttest, and one week follow-up were utilized to collect data. The independent variables were the use of the embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards. The dependent variable was the measure of the participants' letter recognition and letter sound knowledge. Overall, the results of the study showed both embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards to be effective in increasing students' letter recognition and letter sound knowledge. However, a slight difference in results may suggest embedded letter and picture mnemonic cards are more efficient in increasing letter recognition and letter sound knowledge for some children.","abstract_html":"The purpose of this study is to compare the use of embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards on students' letter recognition and letter sound knowledge. The study implemented a single subject, alternating treatment design. The participants were three preschool students. A pretest, posttest, and one week follow-up were utilized to collect data. The independent variables were the use of the embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards. The dependent variable was the measure of the participants' letter recognition and letter sound knowledge. Overall, the results of the study showed both embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards to be effective in increasing students' letter recognition and letter sound knowledge. However, a slight difference in results may suggest embedded letter and picture mnemonic cards are more efficient in increasing letter recognition and letter sound knowledge for some children.","abstract_has_math":false,"creators":["McNamara, Gabrielle"],"institution":null,"degree_name":"M.A. Learning Disabilities","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Kuder, S Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-07-09T07:00:00Z","date_published":"2012-07-09T07:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["Language arts (Preschool); Audio-visual materials","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/302","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S Jay"]},{"key":"dc:creator","label":"Author","values":["McNamara, Gabrielle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:57Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language arts (Preschool); Audio-visual materials","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/302"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to compare the use of embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards on students' letter recognition and letter sound knowledge. The study implemented a single subject, alternating treatment design. The participants were three preschool students. A pretest, posttest, and one week follow-up were utilized to collect data. The independent variables were the use of the embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards. The dependent variable was the measure of the participants' letter recognition and letter sound knowledge. Overall, the results of the study showed both embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards to be effective in increasing students' letter recognition and letter sound knowledge. However, a slight difference in results may suggest embedded letter and picture mnemonic cards are more efficient in increasing letter recognition and letter sound knowledge for some children."]},{"key":"dc:title","label":"Title","values":["The effectiveness of embedded picture mnemonic alphabet cards on letter recognition and letter sound knowledge"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S Jay"],"dc:creator":["McNamara, Gabrielle"],"dc:date.available":["2020-03-03T19:58:57Z"],"dc:description.abstract":["The purpose of this study is to compare the use of embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards on students' letter recognition and letter sound knowledge. The study implemented a single subject, alternating treatment design. The participants were three preschool students. A pretest, posttest, and one week follow-up were utilized to collect data. The independent variables were the use of the embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards. The dependent variable was the measure of the participants' letter recognition and letter sound knowledge. Overall, the results of the study showed both embedded letter and picture mnemonic cards and separated letter and picture mnemonic cards to be effective in increasing students' letter recognition and letter sound knowledge. However, a slight difference in results may suggest embedded letter and picture mnemonic cards are more efficient in increasing letter recognition and letter sound knowledge for some children."],"dc:identifier":["https://rdw.rowan.edu/etd/302"],"dc:subject":["Language arts (Preschool); Audio-visual materials","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["The effectiveness of embedded picture mnemonic alphabet cards on letter recognition and letter sound knowledge"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Learning Disabilities"]},"updated_at":"2026-07-24T04:13:03Z"}