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Direct linkSadoski, Mark – Reading & Writing Quarterly, 2005
A theoretical perspective on acquiring sight vocabulary and developing meaningful vocabulary is presented. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. The mixed research literature on using pictures in teaching sight vocabulary is…
Descriptors: Teaching Methods, Vocabulary Development, Sight Vocabulary, Imagery
Gickling, Edward E.; And Others – Education and Training of the Mentally Retarded, 1981
Recognition and retention of high imagery nouns was significantly better than for low imagery nouns for both retarded and nonretarded Ss. Between-group differences were not observed except for delay recall. (Author)
Descriptors: Early Childhood Education, Imagery, Mental Retardation, Retention (Psychology)
Peer reviewedKolker, Brenda; Terwillger, Paul N. – Reading World, 1981
Reports that primary school children learned high imagery nouns in fewer trials than low imagery nouns and that second-grade children learned the nouns in fewer trials than did first-grade children. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Grade 1, Grade 2
