Have you ever remembered something more easily just because you saw a picture of it? That’s the idea behind Dual Coding Theory, a way of learning that uses both visual and verbal information at the same time.
When students learn with both words and images, their brains can process the information more efficiently. It’s like saving the same file in two different folders, so when it’s time to remember it, there are more ways to find it.
Dual Coding Theory
Two key concepts of the Dual Coding Theory are associative learning and mental imagery. The latter is the ability to create pictures in your mind even without seeing them. For example, when teaching the word “condensation,” I ask my students to imagine a cold can of Coke with droplets of water forming on it. This helps them associate the science word with a real-life experience, making it easier to remember. While watching a video might help, using mental images and association often leads to faster and deeper understanding because the learner is actively involved in the thinking process.
How It Helps Students with Dyslexia
Students with dyslexia often face challenges with reading and remembering words. Dual coding supports these students by using pictures and images to support memory and comprehension. This multisensory approach helps reduce cognitive load—the mental effort it takes to learn something. When information is presented visually and verbally, it becomes more accessible, especially for students who find reading difficult.
By connecting words to real-world images or experiences, learning becomes more meaningful. In the condensation example, the cold Coke can helps students make an association with the term, making recall more automatic and natural.
Teaching students how to create these links helps them remember better, especially when they struggle with traditional text-heavy learning.
Mnemonics Devices as Learning Aids
Another helpful strategy is using mnemonic devices which are simple memory aids like short phrases or acronyms. When these are paired with pictures or mind maps, they help students remember complex ideas without needing to read long paragraphs.
This is especially useful for students with learning difficulties, who benefit from learning through imagery rather than just reading.
Interactive Activities: Drawing and Storytelling
Creative activities like drawing and storytelling also support dual coding. For example, students might draw the water cycle while telling a funny story about a water droplet’s adventure. This combines visual, verbal, and imaginative thinking, helping the brain store the information in more than one way. These activities make learning more fun and effective, especially for students who benefit from hands-on and interactive methods.
Dual Coding Theory isn’t just a teaching trend—it’s a powerful way to help all learners, especially those with dyslexia and other learning needs. As we explore new tools such as AI and virtual reality (VR) in education, we can find even more ways to make learning visual, verbal, and inclusive.
When students learn through pictures, words, and imagination, they don’t just understand better—they remember more, feel more confident, and enjoy learning.
Find out more about our Science Explorers Programme here.
Empowering Every Child with DAS
At DAS, we are committed to providing personalised learning support for children with different educational needs. Our financial assistance programme ensures that every child has access to quality education, regardless of their financial situation.
