The authors report on two studies: In the first study, the children learned more letters with the relatively plain books than with a book with manipulative features. In the second study, a manipulative feature that was specifically designed to attract children’s attention to the letters did not facilitate performance. These results are consistent with the theoretical concept of dual representation and they have important practical implications for the design and selection of educationally oriented books for very young children.
Chiong, Cynthia & DeLoache, Judy S. (2013). Learning the ABCs: What kinds of picture books facilitate young children’s learning? Journal of Early Childhood Literacy, 13, 225-241.