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 and another of low imagery words drawn from "Imagery Ratings of 1,000 Frequently Used Words" (van der Veur 1975), the instructor prepared flashcards and presented them to 20 children in 25-minute sessions three days a week. At the end of each session, the cards were shuffled and displayed. The instructor called a word and each child had a turn to point to the correct word and name it. Posttesting was conducted two days and six weeks after the final session. Results showed that there was a significant difference in the acquisition and retention rates of high imagery words and those of low imagery words, with high imagery words recalled and retained at a significantly better rate than low imagery ones. The findings negated the hypothesis. (The list of words used is appended.) (FL)