A Dual Coding View of Vocabulary Learning

ABSTRACT

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 briefly reviewed, and a possible resolution suggested. The use of concrete, high-imagery words and both verbal and nonverbal contexts are found to be important factors in teaching sight vocabulary along with word decodability. Effective methods of teaching meaningful vocabulary that are consistent with Dual Coding Theory are briefly reviewed, including self-generated imagery, the use of illustrations, the keyword method, and verbal-associative methods. Results are relevant for both normal readers and those experiencing reading problems.