Dual Coding Theory (DCT) is an established theory of cognition that has been directly applied to literacy. It was originally developed to account for verbal and nonverbal influences on memory, but through years of systematic research it has been extended to other areas of cognition (Sadoski & Paivio, 2004). A series of tests on dual coding hypothesis by Sadoski, Goetz and Paivio (2001) have suggested that it could be applied to reading comprehension, written composition and a combination of both reading and writing. Paivio (1971, 1975) (as cited by Krane, Ransom & Morri (1979) in the article Retrieval of pictures and words from long-term memory: Effects upon short-term memory) stated that the theory incorporates three levels of information
