Using flashcards for teaching letters to children with mild intellectual disabilities (a case study)

Abstract

Flashcards are a simple yet effective learning tool for initial reading and writing instruction for children. This article discusses the design and experimental use of flashcards to teach letters to children with mild intellectual disabilities in Ho Chi Minh City. The research results indicate that flashcards help children with mild intellectual disabilities improve their ability to recognize and remember letters by providing an interactive learning method that connects letters with sounds and images, allowing children to use multiple senses in learning, and fostering enthusiasm for learning. Additionally, the research results highlight the practical application potential, prospects of using flashcards while also addressing the challenges and limitations of using flashcards for initial reading and writing instruction for children.