VISUALIZING & VERBALIZING
The Visualizing and Verbalizing® Program is a remedial program for Cognitive Development, Comprehension, & Thinking (V/V®). V/V® was created by Nanci Bell, an expert in the treatment of language and literacy disorders.
Many readers can read words and have a developed vocabulary, but still struggle to comprehend sentences or paragraphs. V/V® teaches students who struggle with reading comprehension and language processing to build pictures in their minds as they listen to or read text, with the ultimate goal of being able to visualize the main idea or get the whole picture. This is called concept imagery.
When reading, the information seems abstract to readers who have trouble processing language. Abstract information can be very difficult to understand so the text goes in one ear and out the other, so to speak. When creating mental images of the text, the reader draws from their own experiences and knowledge (text-to-self connections) and the meaning becomes meaningful and concrete. This makes it easier to process the information, recall it later, and put the information into one’s own words. Additionally, when asked inferential questions about the text (e.g., what do you think will happen next), the reader can refer to their mental image, which will help facilitate their ability to answer these types of questions.
In V/V®, readers are first taught to describe real pictures presented in front of them. Once they have mastered the ability to describe real pictures, readers practice describing objects they have seen in their own life, that are not directly in front of them (e.g., their house, a pet, a piece of jewelry, etc.). The teacher asks the students several probing questions to help them describe familiar or personal objects in vivid detail.
After students can accurately describe familiar or personal objects, they are taught to create mental images of simple sentences, paragraphs, and eventually the whole text. The teacher guides the reader to process language visually, and express their images verbally, by asking probing questions about what they imagine from the text. Research suggests that both sides of the brain need to be stimulated and engaged in order to make sense of reading, and that is exactly what this process does.
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Problem
Students may read words accurately, but they don’t understand what they read. Words seem to “go in one ear and out the other” and they struggle with following directions. Parents express frustration about their child’s weak short-term and long-term memory. Teachers think they are not trying, and label students as having an attention problem.
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Cause
A primary cause of language comprehension problems is difficulty creating an imagined gestalt. This is called weak concept imagery. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole.
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Symptoms
Individuals of all ages may experience the symptoms of a weakness in concept imagery.
This causes weakness in:
- Reading comprehension
- Listening comprehension
- Critical thinking and problem solving
- Following directions
- Memory
- Oral language expression
- Written language expression
- Grasping humor
- Interpreting social situations
- Understanding cause and effect
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Solution
The Visualizing and Verbalizing® (V/V) program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.
We would be happy to answer any questions you might have! You can contact the Clinic at 514-966-1553 or info@strategiclearning.ca.