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printLetter-sound knowledge acquisition is one of the key elements driving early reading acquisition. For young learners, cracking the alphabet code can be challenging due to the arbitrary nature of letters and their sound correspondences. Mnemonics offers a bridge between familiar images and the letters, facilitating strong letter-sound relationships.
Research Base Behind Mnemonics
Mnemonics is a strategy to support memory recall, often through imagery or associations. In the context of early literacy instruction, mnemonics can transform abstract letters into relatable words enhancing their ability to quickly memorise the letter-sounds associated with each letter. For example, the letter ‘t’ is presented with stripes to remind students of the first sound verbalised in the word ‘tiger’.
Students Learn Letter-sound Correspondences Faster
Research investigating whether mnemonics is useful for learning the letter-sound correspondences has been developing. In 2000, the National Reading Panel reported mnemonics for learning letter-sound correspondences was supported by evidence, citing a study by Ehri and colleagues (1984) which found an advantage to students who learned letter sounds through embedded pictures. More recently Roberts and Sadler (2019) found that utilising embedded pictures over plain letters enhanced letter sound acquisition and improved phonemic awareness skills such as initial sound identification and blending phonemes.
PLD’s Approach to Alphabet Sound Acquisition
Earlier versions of PLD’s Alphabet Flipbook associate the letter with a picture and an action. However, research demonstrates that students can effectively learn letter-sound correspondences faster and more accurately while being retained over time when pictures are embedded into the letter shape (Shmidman & Ehri, 2010; DiLorenzo et al., 2011). PLD’s updated Alphabet Flipbook with mnemonic letters therefore reflects PLD’s commitment to providing highly motivating and evidence-based learning resources for your classroom.
PLD Programs with Embedded Mnemonics
Below are three programs with embedded mnemonics to assist in your teaching.
FAQs
Is it necessary to upgrade programs?
No. Earlier programs will still be effective, as long as schools are utilising Phonic Dictation programs that are relatively recent.
The updated resources are especially useful for Tier 2 and Tier 3 students, who will benefit from modified phonic story passages.
How can I compare the versions in our school to what is being released by PLD?
On each program listing page, you will find a ‘PREVIEW BOOK’ button, allowing you to view the current editions and compare the existing programs in your school to the upgraded programs.
Will PLD upgrade recently purchased flipbooks?
Schools that purchased CCal, SP1 or SP2 in semester 1 of 2024 (order date after 01/01/2024) are entitled to a free upgrade to the latest version.
To claim your free upgrade, simply return the earlier programs (at the cost of the purchasing school/teacher) to the PLD office, and upon receipt, the new versions will be posted free of charge. The school will need to incur the return of the postage costs and PLD will incur the postage costs for sending out the upgraded flipbooks.
What does PLD offer for flipbooks purchased prior to 2024?
For programs purchased before 1 January 2024, schools have the option to trade them in. For further information on PLD’s general trade-in process, please visit this link: https://pld-literacy.org/resource-trade-in/
Is SP3 scheduled to be updated?
There are currently no plans to update SP3. At this stage, PLD is only updating the junior primary, Stage 1 & 2 programs.
Reference List
DiLorenzo, K. E., Rody, C. A., Bucholz, J. L., & Brady, M. P. (2011). Teaching letter–sound connections with picture mnemonics: Itchy’s alphabet and early decoding. Preventing School Failure: Alternative Education for Children and Youth, 55(1), 28-34.
Ehri, L. C., Deffner, N. D., & Wilce, L. S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76(5), 880.
National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
Roberts, T. A., & Sadler, C. D. (2019). Letter sound characters and imaginary narratives: Can they enhance motivation and letter sound learning?. Early Childhood Research Quarterly, 46, 97-111.
Shmidman, A., & Ehri, L. (2010). Embedded picture mnemonics to learn letters. Scientific studies of reading, 14(2), 159-182.