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Agramonte, Valerie; Belfiore, Phillip J.

doi:10.1023/a:1020178020059

Cited by 14 publications

(6 citation statements)

References 6 publications

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“…Os dados apresentaram relevância estatística, confirmando a hipótese inicial. Esses resultados corroboram os de outros estudos encontrados na literatura (Agramonte & Belfiore, 2002;DiLorenzo et al, 2011;Ehri et al, 1984), indicando que figuras integradas à forma das letras são estímulos mnemônicos poderosos para facilitar a associação entre a forma visual da letra e seu nome, os quais não possuem um sentido se vierem sozinhos.…”

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“…Pesquisas internacionais mostram resultados positivos da utilização de alfabetos mnemônicos, demonstrando o potencial destes para beneficiar a aprendizagem das letras pelas crianças (Agramonte & Belfiore, 2002;DiLorenzo et al, 2011;Ehri, Deffner, & Wilce, 1984;Ehri & Roberts, 2006;Fulk, Lohman, & Belfiore, 1997;Graaff et al, 2011). Ehri et al (1984) encontraram que crianças pré-escolares ensinadas com figuras integradas às letras recordaram mais associações letra-som do que aquelas ensinadas com imagens dissociadas das letras, indicando que figuras integradas são estímulos mnemônicos poderosos e que o som do fonema e a forma visual da figura não possuem um sentido se vierem sozinhos.…”

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Conhecimento de Letras em Pré-escolares: Efeitos do Uso de Alfabeto Mnemônico

Durães

Barrera

2021

revispsi

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O conhecimento do alfabeto é um importante preditor do sucesso na alfabetização. Este estudo avaliou a eficácia do uso de um alfabeto mnemônico na aprendizagem de letras por pré-escolares. Participaram da pesquisa 25 crianças (idade média de 5 anos e 11 meses), conhecedoras, no Pré-teste, de menos de 50% do alfabeto. Os participantes foram divididos em dois grupos: um deles participou de intervenção com alfabeto mnemônico (GAM) e outro com alfabeto convencional (GAC). Durante 10 sessões de 30 minutos, às crianças foram ensinadas seis letras desconhecidas por elas. No Pós-teste, foram novamente avaliadas quanto ao conhecimento do alfabeto e, também, quanto à escrita das letras ensinadas e de palavras começadas por estas. Ambos os grupos obtiveram progressos significativos no reconhecimento das letras ensinadas, porém apenas o GAM avançou significativamente na aprendizagem do alfabeto em geral, obtendo melhores resultados também na escrita das letras ensinadas e das palavras ditadas.

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Conhecimento de Letras em Pré-escolares: Efeitos do Uso de Alfabeto Mnemônico

Durães

Barrera

2021

revispsi

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“…In this approach, a letter is embedded in a mnemonic picture representing the corresponding initial letter and sound (e.g., the letter 's' embedded in a picture of a snake), which can strengthen the connection between letter shapes, names, sounds, and familiar images (Ehri, 2022). Previous studies have demonstrated the efficacy of embedded letter and mnemonic picture cards in teaching letter recognition and letter sound knowledge across diverse student populations (Argramonte & Belfiore, 2002;Ehri, Deffner & Wilce, 1984;Sener & Belfiore, 2005).…”

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confidence: 99%

Enhancing Grapheme-Phoneme Correspondence Learning: A Single-Case Study Using Picture Mnemonics

Grünke,

Gürcay,

Bracht

et al. 2024

iejee

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The ability to recognize and name the sounds of alphabet letters is a crucial prerequisite for students as they embark on their journey to learn how to read. Regrettably, some children face significant challenges in this area. In this single-case multiple baseline study, we utilized mnemonic pictures to facilitate the memorization of the grapheme-phoneme correspondence of ten target letters. Our aim was to empower four struggling first-grade students to quickly and confidently retrieve this information. The results reveal that the students significantly benefited from the intervention. Furthermore, the approach was perceived as attractive and helpful by both the four children and their teacher. The study concludes by reflecting on its limitations and discussing potential implications and future avenues of research.

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“…The onomatopoeic principle was used in educational tools/programs such as Dekodiphukan [20], Lively Letters [21], Reading Genie [22], and Leapfrog [23], while programs such as Zoo-Phonics [24], Phonics Safari [25], Itchy's Alphabet [26], and Letterland [27] explored rebus mnemonics. Studies have shown the efficiency of mnemonics for learning letter-sound correspondence and elements of phonological awareness [26][27][28][29][30][31][32][33][34]. Additionally, it was found that mnemonics are more effective when integrated into the shapes of letters [29,30], and when they gradually fade as children progress [28].…”

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confidence: 99%

Designing building blocks for open-ended early literacy software

Sysoev

Gray

Fine

et al. 2021

International Journal of Child-Computer Interaction

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English has a convoluted relationship between its pronunciation and spelling, which obscures its phonological structure for early literacy learners. This convoluted relationship has implications for early literacy software, particularly for open-ended, child-driven designs. A tempting way to bypass this issue is to use manipulables (blocks) that are directly tied to phonemes. However, creating phoneme-based blocks leads to two design challenges: (a) how to represent phonemes visually in a child-accessible way and (b) how to account for context-dependent spelling. In the present work, we approached these challenges by developing a set of animated, onomatopoeia-based mnemonic characters, one per phoneme, that can take the shape of different graphemes. We applied the characters to a construction-based literacy app to simplify independent word-building for literacy beginners. We tested the app during a 13-week-long period with 4-to 5-year-olds in kindergarten classrooms. Children showed visible interest in the characters and properly grasped the principles of their functioning. However, the blocks were not sufficient to scaffold independent word building, leading children to rely on other scaffolding mechanisms. To test the characters' efficiency as mnemonics, we evaluated their effect on the speed and accuracy of finding phonemes on a keyboard. The results suggest that there were both children who benefitted from the characters in this task and those who performed better without them. The factors that differentiated these two categories are currently unclear. To help further research on phonetic mnemonics in literacy learning software, we are making the characters available to the research community.

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Cited by 14 publications

References 6 publications

Conhecimento de Letras em Pré-escolares: Efeitos do Uso de Alfabeto Mnemônico

Conhecimento de Letras em Pré-escolares: Efeitos do Uso de Alfabeto Mnemônico

Enhancing Grapheme-Phoneme Correspondence Learning: A Single-Case Study Using Picture Mnemonics

Designing building blocks for open-ended early literacy software

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