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Peer reviewedEhri, Linnea C.; And Others – Journal of Educational Psychology, 1984
Two experiments evaluated whether picture mnemonics help prereaders learn letter-sound associations. Pictures integrating the associations were compared with disassociated pictures and a no-picture control group. Children taught with integrated mnemonics learned more letter-sound associations and more letter-picture associations than the other two…
Descriptors: Association (Psychology), Integrated Activities, Mnemonics, Phoneme Grapheme Correspondence
