Lindamood-Bell -Visualizing and Verbalizing for Language Comprehension and Thinking. 

” My child reads accurately, but he doesn’t seem to understand what he reads…”

Problems with language and reading comprehension are often caused by difficulty creating an imagined gestalt-“the big picture”. Individuals with weak concept imagery often pick up only “parts” or details of what they read/heard and often experience difficulty translating those parts into a conceptual whole (or gestalt). Individuals with weak concept imagery often demonstrate difficulty comprehending what they read, even if their reading skills are at or above grade level. In addition to problems with reading comprehension, they may also struggle with critical/ higher level thinking, following directions and conversational exchanges, and expressing themselves (written and verbally) in an organized and clear manner.

This curriculum identifies:

Weak Reading Comprehension

Children with weak concept imagery may have to reread material several times to gain an understanding ofthe content. They often remember only a few details of what they read, rather than the “whole.”

Weak Oral Language Expression

Children with weak concept imagery have difficulty expressing themselves in an organized way. Their narratives are often full of details that are seemingly unrelated or out of sequence or non-specific.

Weak Oral Language Comprehension

Children with weak concept imagery often struggle responding relevantly and/ or maintaining the topic of a conversation. They may ask and re-ask the same question and are often labeled a “poorlistener”.

Weak Written Language Skills

The written communication of children with weak concept imagery os often described as unorganized and nonspecific.