Effects of imagery and frequency on recall of controlled vocabulary by hearing-impaired students

This study examines 15 hearing-impaired students' recall of vocabulary lists controlled for imagery and frequency levels. Four word lists were developed and each list contained eight words with high and low frequency levels and high and low imagery levels. The students (13 and 14 year olds) were tested on all four lists of words; however, they were asked to give written recall of only one list (eight words at a time). Each word on each word list was handprinted onto an overhead transparency. Each word was shown one at a time and was presented at the rate of five seconds per word.

A significant difference between words of high imagery and high frequency and words of low imagery and high frequency was found. This significance may indicate imagery as a factor to consider in vocabulary selection among high frequency words. The significant difference between high frequency and high imagery words and low frequency and high imagery words suggests that frequency may also be an important consideration in vocabulary instruction. This significance may indicate frequency as a factor to consider in vocabulary selection of words with high imagery levels. The more frequent occurring words may be more easily taught than those at a low frequency level. This combination of frequency and imagery characteristics may offer teachers another method of vocabulary selection.