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…

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)

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)

A study was conducted to determine the effects of word imagery on the retention of sight vocabulary. It was hypothesized that in an urban, low income area first grade class there would be no significant difference between the acquisition and retention rates of high imagery words and those of low imagery words. Using one group of high imagery words…