Impact of Graphic Illustrations on English Vocabulary Acquisition in Pakistani Dyslexic Students
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This study investigates the impact of graphic illustrations on short- and long-term vocabulary acquisition among Pakistani students with and without dyslexia. The sample consisted of 20 seventh-grade students from a government-sponsored school, including 13 identified as dyslexic and seven as non-dyslexic. A mixed factorial design was employed, incorporating three experimental conditions: text-only, image-only, and a combined text-image format. Challenging vocabulary items, aligned with the Standard English curriculum, were presented using these formats to assess recognition performance. Results indicated that graphic illustrations significantly enhanced vocabulary retention in both groups, with the combined condition yielding the highest improvement. The findings offer important implications for inclusive instructional design and classroom strategies targeting learners with dyslexia. The study concludes that integrating text with image-based metaphors is an effective pedagogical approach for vocabulary development, particularly in students with reading difficulties.
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