What is Visualizing and Verbalizing?
Visualizing and Verbalizing for Language Comprehension and Thinking (V/V) is a supplemental/intervention program designed to instruct and improve reading comprehension, oral language comprehension and expression, written language expression, and critical thinking skills in individuals of all ages through the development of concept imagery. It was created by Nanci Bell of Lindamood-Bell Learning Processes. This program is designed for use in a variety of settings. Teachers, specialists, paraprofessionals, and volunteers may all be trained to provide instruction in this program. All students are introduced to the program by the instructor setting the “climate,” explaining the purpose for and process of visualizing and verbalizing. V/V relies on teacher directed questions to assist students in forming images. Twelve structure words (e.g., what, size, color, shape, etc.), are used to provide a framework from which to create images and also elicit language to discuss what was imaged. Initially, the teacher shows the student a simple line drawing and elicits a description of the drawing in the context of the twelve structure words. The teacher confirms what the student says at each point and models the imaging process by replaying the complete image the student’s words evoke in the mind. Then the teacher takes a turn using language to verbally describe a simple drawing to the student as the student creates the gestalt image in his or her mind. The level of difficulty increases as one moves through the program, from pictures to words, sentences to paragraphs.
How is Visualizing and Verbalizing aligned with Current Reading Research?
The V/V program was first published in 1986 with a revised edition available in 1991. It is a comprehension program and therefore does not address all five components of reading. In 2000, the National Reading Panel published its review of scientifically based reading research found to support reading instruction. Mental imagery, a key component of the V/V program, was identified as having “reliable effects on improving memory for text” (National Reading Panel, 2000, p. 4-42), especially when used to recall individual sentences or paragraphs. This program also closely aligns with Dr. Allan Paivio’s Dual Coding Theory (DCT) which identifies two modes for processing information, imagery and language, in which individuals who utilize both simultaneously have better comprehension and use of cognitive processes.
Nov 13, 2007
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