Gickling, E. E., Hargis, C. H. & Alexander, D. R. (1981). The function of imagery in sight word recognition among retarded and nonretarded children. Education and Training of the Mentally Retarded, 16(4), 259-263.

Forty high and low imagery nouns were taught to prereading and nonretarded subjects. Each noun was taught solely as a sight word, with the only visual stimulus being the presentation of the printed word on a 3 X 5 inch index card. Recognition and retention of high imagery nouns was significantly better than for low imagery nouns for both retarded and nonretarded subjects. Between-group differences were not observed except for delay recall. Interpretations and recommendations related to the effects of imagery level on beginning sight word acquisition are included.