Bruner's constructs of learning, specifically the structure of learning, spiral curriculum, and discovery learning, in conjunction with the Cognitive Load Theory, are used to evaluate the Picture Word Inductive Model (PWIM), an inquiry-oriented inductive language arts strategy designed to teach K-6 children phonics and spelling. The PWIM reflects Bruner's constructs of learning and it encompasses the presentation of new information, both novel vocabulary and pictures, which could pose a cognitive overload for students who are unfamiliar with the words and pictures from the viewpoint of Cognitive Load Theory. This paper provides suggestions for attenuating the intrinsic, extraneous, and germane cognitive loads by presenting both novel words and pictures. It concludes with a conceptual model for conducting a systematic experimental study of the PWIM.