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A Dual Coding View of Vocabulary Learning

DOI: 10.1080/10573560590949359
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221–238. doi:10.1080/10573560590949359

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.

Authors

  • Mark Sadoski1

Understanding Vocabulary Learning Through Dual Coding Theory

Overview/Introduction

This research explores how we learn vocabulary using a theory called Dual Coding Theory (DCT). According to this theory, our brains process information in two ways: through verbal language and mental images. This study looks at how these two processes can help us learn sight vocabulary (words we recognize immediately) and meaningful vocabulary (words we understand deeply).

Methodology

The research reviews various studies on teaching vocabulary using pictures and other imagery-based methods. It examines how concrete words (like "tree") and abstract words (like "truth") are learned differently. The study also considers different teaching methods that align with DCT, such as:
  • Self-generated imagery: Creating mental images to understand words.
  • Illustrations: Using pictures to support word learning.
  • Keyword method: Associating new words with familiar images or concepts.
  • Verbal-associative methods: Using language connections to enhance understanding.

Key Findings

  • Concrete vs. Abstract Words: Concrete words are easier to learn because they can be visualized, while abstract words need more context and repetition.
  • Role of Pictures: The use of pictures in learning sight vocabulary is debated. While they can help by providing visual cues, they might also distract from learning the word itself.
  • Context and Concreteness: Words are learned faster when they are concrete and presented in a meaningful context. Decodable words (those that follow regular spelling rules) are also learned more quickly.
  • Imagery in Vocabulary Learning: Using imagery, such as illustrations and self-generated images, enhances vocabulary learning and comprehension.

Implications

This research suggests that teaching vocabulary can be more effective when both verbal and nonverbal methods are used. Educators should consider:
  • Incorporating imagery and context when teaching new words.
  • Balancing the use of pictures to avoid distraction while enhancing understanding.
  • Using a mix of concrete and abstract words in teaching materials.

Limitations

While the study provides valuable insights, the exact role of pictures in learning sight words remains unresolved. Further research is needed to determine the best ways to integrate imagery without causing distraction.
In conclusion, Dual Coding Theory offers a promising framework for improving vocabulary learning by leveraging both verbal and nonverbal cognitive processes. By understanding and applying these principles, educators can enhance vocabulary acquisition for all learners, including those with reading difficulties.