Reducing Cognitive Load Using Picture Books: Scaffolding Literary Analysis With Older Readers
Year: 2025
Type: article
Abstract: ABSTRACT This discussion‐based article provides secondary English Language Arts teachers with strategies using cognitive load theory (Sweller, 1988) by encouraging the use of picture books in the classroom to reduce cognitive load and scaffold literary analysis. Framed as a research‐to‐practice piece, the article begins by describing the challenge teachers face with teaching analytical writing to high school students. Using cognitivist principles and cognitive load theory as theoretical frameworks, a step‐by‐step approach with a 9th‐grade classroom example is provided for teachers. The provided outline walks teachers through the process of planning and implementing a unit that incorporates picture books to scaffold the process of teaching literary analysis in any secondary classroom while reducing students' cognitive loads. A brief discussion on using picture books as critical literacy levers for equity is also included.
DOI: 10.1002/jaal.70031
Authors: Sawyer C. Henderson, Karyn A. Allee
Institutions: Mercer University, Mercer University Health Sciences Center
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4417266332