Improving the Acquisition and Retention of Science Vocabulary Through the Use of Imagery

• In Event: Poster Session 3
  In Poster Session: Approaches to Fostering Reading Proficiency in Classroom Contexts

Abstract

This study examined the effect of imagery interventions for the presentation of novel science vocabulary. Eighty-nine students from two schools in Long Island participated in this study and were randomly assigned to four interventions: Picture Presentation, Image Creation- No Picture, Image Creation- Picture, and Word Only. Results demonstrated that students in the imagery intervention groups scored higher on the outcome measures at both immediate and delayed recall. It was also shown that the deeper the students processed the “to be learned” vocabulary words, the higher they scored on the outcome measures. Such a study has implications as to the most effective way to integrate science and literacy and successfully present novel concepts in the classroom.

Author

• Marisa Cohen, Saint Francis College