Potter, Wyble, Hagmann, and McCourt (2014) noted that it takes only 13 milliseconds to see an image, although it takes longer to process the content of an image. This means that a student will read a flashcard much faster than reading the text alphabetically. Numerous studies have shown that visual learning is more effective than other learning techniques in the early years (Glover, McLaughlin, Derby, & Gower, 2010). However, Budoff and Quinlan (1964) argued that auditory learning was better among primary school children than visual learning in terms of learning to read new words. However, every brain works differently (Willis & Hodson 2013). Therefore, it is necessary to consider each child's learning strategy during the classroom lesson. If the flashcard strategy does not work alone, you may consider other conventional strategies or flashcards with audio (audiovisual teaching strategy) or a combination of these strategies. Additionally, audiovisual training prior to formal education has been found to be beneficial for children thought to be at risk of developing reading disabilities (Magnan & Ecalle, 2006). Furthermore, flashcards with audio could improve reading skills by helping them develop orthophonological representations. However, it will be essential to constantly monitor the effectiveness of these strategies. Again, you can shape your brain through learning and practice (Zull, 2002). However, educators may find it difficult to apply or select a strategy to teach as a particular strategy may not work initially but may be effective in later stages. Therefore, continuous monitoring of student performance and the effectiveness of the teaching strategy would be essential to get the most out of it