“It is impossible even to think without a mental picture.” – Aristotle In the field of reading, educators work with struggling students to develop phonemic awareness, sight words, and fluency. Many students have success in increasing their decoding skills, yet they may still struggle with background knowledge, vocabulary, and reading comprehension. They often continue to […]
The complex skill of reading requires the integration of auditory, visual, and language skills. Word recognition (orthographic processing and instant recognition of sight words) is a necessary component in the cascade of sub-skills needed for global reading. Students need extensive practice to acquire a substantial sight word vocabulary (words that are recognized by sight, […]
The Imagine That! Stories are a great supplement to the Visualizing and Verbalizing® program. They are also used with Seeing Stars® and LiPS® students to develop fluency and comprehension. These high-interest and engaging stories include graded reading levels to develop the imagery-language connection for listening and reading comprehension. Here are some helpful hints to improve […]
Visualizing and Verbalizing (V/V) Our sensory-cognitive programs are often a critical missing piece in English Language Development. By adding the overlooked component of explicit sensory-cognitive instruction, we have seen evidence of an acceleration of language and literacy skills for many English Learners. Here’s how our programs work: Oral Language Development Learning a language is a […]
Tip 1: RELEVANT QUESTIONING IS THE ESSENCE OF GOOD V/V. The quality of your questioning is the difference between concept imagery developing quickly and accurately, and concept imagery remaining weak and unstable. Remember the Goldilocks principle: not too much, not too little, but just right. Your questions should be focused on the gestalt of the […]
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