Reducing Cognitive Load Using Picture Books: Scaffolding Literary Analysis With Older Readers

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.