Document Type

Conference Proceeding

Disciplines

Education

Abstract

This study investigated the impact of imagery interventions on the vocabulary acquisition abilities of second grade students. Participants were randomly assigned to three different conditions: word only, dual coding, and image creation. Students were measured on the amount of words they successfully acquired. While no significance was shown between the interventions across word categories, a significant difference was found between the image creation and word only interventions within the science terms category. Students reported that the imagery interventions facilitated the ease with which they learned the words. This has implications as to the successful presentation of vocabulary in the classroom.

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