This investigation focused on the impact of visual imagery on the strategies of categorization and verbal rehearsal in group vocabulary instruction among language disordered children. Sixteen sixth and seventh grade language disordered students were divided into two groups. These groups were taught twenty target vocabulary items through instruction revolving around the verbal encoding strategies of categorization and verbal rehearsal. One group was taught the words using an approach which emphasized visual imagery; the other did not receive this type of emphasis. Results of this investigation indicate that visual imagery may enhance verbal encoding strategies in vocabulary instruction among language disordered children. Implications of the results are discussed.
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