A Mixed-Method Study of the Cognitive Load Theory to Activate Phonological Automaticity

Abstract Older and more recent studies demonstrated statistically significant correlations between a student's ability to phonologically process what is read and success in the student's ability to learn to read and spell. Advancement and understanding of a particular learning theory and the impact on human learning and the relationship between theory and method could influence successful achievement in reading. The Cognitive Load Theory (CLT) proposes that if instructional materials are too complex, and not properly designed with consideration of the cognitive architecture, the learner will have cognitive overload. This study examined an instructional design based on CLT and applied to the acquisition of schema which could build automaticity in the identified skills necessary for reading acquisition. A mixed-methodology convergent design study given to Kindergarten students in the St. Vrain Valley School District of Longmont, Colorado examined the CLT as it applied to the acquisition of schema to build phonological automaticity in the representation-related phonological skills implemented in an instructional design based on CLT. The research evaluated the efficacy for automaticity through a systematic set of exercises. The study measured the automaticity of a CLT instructional design strategy developed to activate a preventative measure for students with phonological weaknesses, therefore, preventing further delay and possible future failures in acquiring reading and spelling skills. The study used the two-way repeated measure ANOVA which compared all 55 subjects for pre and posttest between groups with the results F (1, 55) = 72.75, p < .000. The comparison within groups resulted in F (1, 55) = 37.92, p < .000. The Test of Between Subjects Effects is statistically significant as both groups are improved over time but at a different rate. There was a significance of .036 and observed power is greater than .99. Results demonstrate a need for further investigation with comparisons in the control group and the experimental group coming from the same schools. A longitudinal study could establish the significance of the instructional design strategy and the acquisition of reading.