The present study aims to investigate the effectiveness of pictured letters mnemonics strategy in learning similar English language letters among students with learning disabilities in Saudi Arabia according to experimental group (1) and (2), control group, gender, and interaction between them. The study sample comprised (90) students with learning disabilities who were randomly distributed to three equal groups. While the first experimental group was taught using the modified letter method, the second experimental group was taught using the method of both modified and abstract letters, and the control group was taught in the traditional way. To measure the effectiveness of the strategy, the authors applied (pre, post, and follow-up) tests. As a result, two-way ANOVA indicated that there were significant differences attributed to the teaching method, in favor of the method of both modified and abstract letters, while there were no statistically significant differences due to gender or interaction between the teaching method and gender. The same results were obtained from the follow-up test. Accordingly, a set of recommendations were made.