Many students with cognitive impairments are not afforded the opportunity to develop their potential as readers. A review of the literature reveals that few researchers have evaluated the effects of phonics instruction on the reading skills of students with cognitive impairments. The purpose of this study was to test the effectiveness of a mnemonic strategy approach used to teach the alphabet to beginning readers with cognitive impairments. A pretest/posttest design was employed to determine if a mnemonic strategy alphabet program had a significant effect on the letter-sound recognition skills of beginning readers with cognitive impairments. The research question was developed based on dual coding theory, which posits that the combined use of visual and verbal encoding of information increases the likelihood that information will be remembered. Classroom staff collected pre- and post-data and provided mnemonic strategy alphabet instruction to14 beginning readers with cognitive impairments enrolled in a 6 week summer Early Childhood Center (ECC) program. Results of a t test analysis revealed that students receiving mnemonic instruction evidenced significant gains in their alphabetic knowledge. Findings were in alignment with dual coding theory, since the use of visual and verbal cues enhanced the alphabet knowledge of the students with cognitive impairments. It is recommended that the ECC implement the selected mnemonic program over the course of a school year, while monitoring individual student progress. Improved literacy skills can have a positive impact on the educational experiences of children with cognitive impairments, providing them with increased access to the academic experiences of school and enhancing their employment and independent living opportunities on reaching adulthood. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]