Inproceedings,
Dual coding theory and education
Draft chapter presented at the conference on Pathways to Literacy Achievement for High Poverty Children at The University of Michigan School of Education, (2006)
Abstract
This chapter presents a dual coding theoretical and prescriptive analysis of
early education in “ordinary” and impoverished environments. The first of two
parts begins with the historical background of two intellectual solitudes that
eventually came together in dual coding theory (DCT), followed by a summary of
the theory and supporting evidence. The second part focuses on a
developmental DCT hypothesis that bears most directly on educational
applications relevant to the theme of this conference volume. I draw especially on
a recent update and extension of DCT (Paivio, 2006) as well as earlier
publications relevant to education (e.g., Clark & Paivio, 1991; Sadoski & Paivio,
2001).
