5/29/15 VISUALIZING AND
VERBALIZING: READING
COMPREHENSION
PRESENTERS:
AMBER KIMREY, TAYLOR SIGMON, RACHEL COX
ALI HALE AND JALEN CASH
CLASS: SPED 315
DATE: APRIL 23RD
WHAT IS VISUALIZING AND
VERBALIZING (V/V)?
1 5/29/15 10 STEPS TO V/ V:
1. The Climate
2. Picture to Picture
3.  Word Imaging
4.  Single Sentence Imaging
5.  Sentence by Sentence Imaging
6.  Sentence by Sentence Imaging with Higher Order Thinking
7.  Multiple Sentence Imaging with Higher Order Thinking
8.  Whole Paragraph Imaging with Higher Order Thinking
9.  Paragraph by Paragraph Imaging with Higher Order Thinking
10. Page Imaging with Higher Order Thinking
STRUCTURE WORD CARDS:
1. What
2.  Size
3.  Color
4.  Number
5.  Shape
6. Where
7. Movement
8. Mood
9. Background
10. Perspective
11. When
12. Sound
2 5/29/15 RESEARCH: HELPING STUDENTS TO ADD DETAIL
AND FLAIR TO THEIR STORIES.
¡  Participants
¡  Intervention
¡  Implications for
Practice
¡  Limitations
STEP 1: SETTING THE CLIMATE
Goal: Explain to the
student(s) what and
why.
3 5/29/15 STEP 2: PICTURE TO PICTURE
Goal: To develop the student’s ability to
verbalize from a given picture, and to increase
the length and complexity of the student’s
expressive language.
¡  Makayla: Animal and flower pictures from the
iPad
¡  Jalen: Bank of America Stadium pictures
¡  Ali: Outdoor activity pictures
4 5/29/15 STEP 3: WORD IMAGING
Goal: To develop the student’s ability to
visualize and verbalize the smallest unit of
language- a word.
¡  Makayla: Food words (cheeseburger, brownies)
and Disney words (Cinderella)
¡  Jalen and Ali: Charades at the beginning of each
lesson
HEADS UP-CHARADES
5 5/29/15 STEP 4: SINGLE SENTENCE
IMAGING
Goal: To develop the student’s ability to
visualize and verbalize a single sentence.
•  Ali: Outdoor activity sentences
•  Jalen: Carolina Panthers sentences
•  Makayla: Disney sentences
STEP 5: SENTENCE BY
SENTENCE IMAGING
Goal: To develop the student’s ability to
visualize and verbalize an imaged gestalt from
oral and written language.
¡  Jalen: Atlanta Braves sentences
¡  Ali: Outdoor activity sentences
¡  Makayla: Disney sentences
6 5/29/15 1. Two friends are at the beach and want to try ocean
kayaking together, so they rent a two-person red kayak.
2. Each person is working together to paddle back into
the shore, catching the waves at the right time in order
not to flip the kayak.
STEP 6: SENTENCE BY SENTENCE IMAGING
WITH HIGHER ORDER THINKING
Goal: To develop the student’s higher
order thinking from an imaged gestalt.
¡  Makayla: Disney sentences
¡  Ali: Cooking sentences
¡  Jalen: Atlanta Braves sentences
7 5/29/15 STEP 7: MULTIPLE SENTENCE IMAGING
WITH HIGHER ORDER THINKING
Goal: To develop the student’s ability to
visualize and verbalize multiple sentences of
language and use the images gestalt as a base
for higher order thinking.
¡  Jalen: Sports Illustrated article
¡  Makayla: Disney sentences
¡  Ali: Cooking instructions
Story: High School Musical
•  Troy Bolton is the star
basketball athlete at a smalltown high school.
•  He quickly falls in love with
nerdy Gabriella Montez at a
holiday, karaoke party.
•  Troy and Gabriella fall in love
and audition for the
upcoming school musical.
8 5/29/15 STEP 8: WHOLE PARAGRAPH IMAGING
WITH HIGHER ORDER THINKING
Goal: To develop the student’s ability to
visualize and verbalize from a whole
paragraph of language and use the imaged
gestalt to develop higher order thinking.
¡  Ali and Jalen: Writing and interpreting
paragraphs based on images
¡  Makayla: Psychology textbook, health
magazines
CO-TEACHING
¡  Amber and Taylor gave Jalen and Ali an image and
they had to work together to form sentences to
describe the image given.
¡  Worked Together
¡  Structure words
¡  Common Interest
9 5/29/15 STEP 9: PARAGRAPH BY PARAGRAPH
WITH HIGHER ORDER THINKING
Goal: To develop the student’s ability to visualize
and verbalize multiple paragraphs of connected
language, paragraph by paragraph, and to use the
imaged gestalt to develop factual recall and higher
order thinking.
¡  Jalen: Sports Illustrated article
¡  Ali: N/A
¡  Makayla: N/A
10 5/29/15 STEP 10: WHOLE PAGE IMAGING WITH
HIGHER ORDER THINKING
Goal: To develop the student’s ability to
visualize a page of text/language and use the
imaged gestalt to develop factual recall and
higher order thinking.
¡  Ali: N/A
¡  Jalen: Communications textbook
¡  Makayla: N/A
Weekly Performance Trend for Makayla
105%
100%
100%
9
100%
97%
100%
8
97%
95%
7
93%
90%
6
85%
ach
e
es
eas
83%
80%
yL
utl
78%
5
cr
l In
eve
ek
we
4
fic
Dif
75%
3
70%
2
65%
1
60%
0
Week 1
Week 2
Week 3
Makayla's Score
Week 4
Min Target
Week 5
Goal
Week 6
Week 7
Week 8
Difficulty
11 5/29/15 Weekly Performance Trend for Ali
105%
9
100%
8
100%
95%
97%
97%
97%
7
97%
93%
90%
6
90%
85%
ach
80%
tly
ficu
Dif
77%
e
ses
rea
ek
we
5
nc
el I
Lev
4
75%
3
70%
2
65%
1
60%
0
Week 1
Week 2
Week 3
Week 4
Ali's Scores
Week 5
Min Target
Week 6
Goal
Week 7
Week 8
Difficulty
Weekly Performance Trend for Jalen
105%
9
100%
8
100%
97%
95%
100%
97%
93%
93%
7
94%
90%
90%
85%
ach
se
80%
ly L
t
ficu
Dif
ek
we
5
se
rea
c
l In
eve
6
4
75%
3
70%
2
65%
1
60%
0
Week 1
Week 2
Week 3
Jalen's Scores
Week 4
Min Target
Week 5
Week 6
Goal
Week 7
Week 8
Difficulty
12 5/29/15 WHAT HAVE WE LEARNED?
¡  General overview:
¡  Help readers understand and
comprehend the material better
¡  VV can easily be used by SLP’s in the
school setting
WE WANT TO HEAR FROM
YOU!
1.Pull out your cell phone
2. Go to www.socrative.com
3. In the student login put in this
code: 4701c72e
4. Thank You!
13 5/29/15 REFERENCES
Bell, N. (1991). Visualizing and verbalizing: For
language comprehension and thinking. San Luis
Obispo, CA: Gander Educational Publishing. Patel, P., & Laud, L. (2009). Helping students to
add detail and flair to their stories. Preventing
School Failure, 54(1), 2-11.
Peer Teaching of Functional Academics:
Multisensory Reading Instruction
Mizuho Sakaue
Western Carolina University
NCDCDT Conference
April 23, 2015
14 5/29/15 What is
Multisensory Reading Instruction?
•  Based on the idea of the
Orton-Gillingham
program
•  Multisensory
à Using auditory,
visual, and kinesthetic
elements
(Ritchey 2006 ; Shamim 2012) Who is it for? •  “Orton-Gillingham (O-G) methodology uses a
systematic, multisensory approach to teach
students basic reading, spelling, and writing.”
•  Recommended to children with reading
disabilities
à Instructions to help struggling readers (Rose, 2007) 15 5/29/15 Methods for sight word recognition
in kindergarten
•  Measured sight word recognition
•  15 kindergarteners
•  Dolch sight word list
•  Flashcard vs. Multisensory approach
•  Multisensory approach > Flashcard
(Phillips, 2012) The impact of an intensive multisensory
reading program on a population of learningdisabled delinquents
• 126 students Multisensory Approach Control Group •  90 minutes/day
•  45 minutes/day
•  Remedial reading
instruction using
multisensory approach •  Regular classroom Significant growth in reading (Simpson, 1992) 16 5/29/15 The effectiveness of a multisensory alphabetic
phonetic approach with college students who are
learning disabled
•  30 college students
O-G
approach
Group Nonphonetic
Students who received
O-G
Control
approach
approach outperformed
Group Group •  O-G approach is theoretically well constructed
(Guyer, 2001) Multisensory Instructions
<< Review >>
•  Sight word card game
•  Sight word board game
<< Practices >>
•  Writing letters on cardboard
•  Sky write
•  Glue dots letter cards
•  Note cards with pictures
•  Reading stories
•  Modeling play dough / Pipe cleaners
•  Using quizlet : flashcards / scatter game
17 5/29/15 Sight word card game Sight word board game 18 5/29/15 Writing letters on cardboard •  Introduction of new words
•  Write words on a texture surface using fingers
Sky write •  Student will say each letter as they move hand to
spell the word in the air
•  Student will read the word orally
19 5/29/15 Glue dots letter cards •  Manipulate the word using glue dots letter
cards
•  Read each letter orally as the student trace
the dots
•  Read the word orally
Note cards with pictures •  Practicing words with visual aid
20 5/29/15 Reading stories •  Reading stories that has the target words with pictures
•  Topic related to student’s interests
•  Target words are in bold font and highlighted
•  Appears sentence by sentence
J Let’s practice reading ! à à
Trace’s Day 21 5/29/15 Hello. My name is Trace.
I am a nurse. I will tell you about my day. 22 5/29/15 I wake up at four a.m. I do the laundry, 23 5/29/15 and I brush my teeth. Then, I eat breakfast
with my two dogs. 24 5/29/15 They always run around me. I get ready for work at seven. 25 5/29/15 I will walk around the hospital
to see my patients. And then, I walk around the
hospital again. 26 5/29/15 At five p.m., I run back home
so that I can see my dogs. I eat dinner with them. 27 5/29/15 At 10 p.m., I go to sleep. This is my day! 28 5/29/15 Modeling play dough / Pipe cleaners •  Model the word with play dough / pipe cleaners
•  Student will read each letter orally by tracing the letters
29 5/29/15 Modeling play dough Using quizlet : flashcards 30 5/29/15 Using quizlet : Scatter game Data 31 5/29/15 Your turn to TRY!!! J
Table 1
Sight word board game
Table 2
Table 3
Glue dots letter cards Modeling play dough
What I have learned… •  P a t i e n c e
•  B e i n g C r e a t i v e
•  E n j o y m e n t o f
Learning and
Supporting
•  In future profession…
32 5/29/15 References
•  Guyer, P. B., & Sabatino, D. (2001). The effectiveness of a
multisensory alphabetic phonetic approach with college
students who are learning disabled. Journal of Learning
Disabilities,　430-434. •  Phillips, E. W., & Feng, J. (2012). Methods for sight word recognition
in kindergarten: Traditional flashcard method vs. multisensory
approach. Annual Conference of Georgia Educational
Research　Association, 1-37. •  Ritchey, D. K., & Goeke, L. J. (2006). Orton-Gillingham and OrtonGillingham–Based reading instruction: A review of the
literature. The Journal of Special Education, 40 (3), 171-183. •  Rose, E. T., & Zirkel, P. (2007). Orton-Gillingham Methodology for
students with reading disabilities 30 years of case Law. The
Journal of Special Education, 41 (3), 171-185. •  Shamim, A. (2012). Teaching reading and spelling to adult learners:
The multisensory structured language approach. English
Language Teaching, 5 (3), 40-45, doi:10.5539/elt.v5n3p4
•  Simpson, B. S., Swanson, M. J., & Kunkel, K. (1992). The impact of
an intensive multisensory reading program on a population of
learning-disabled delinquents. Annals of Dyslexia, 42, 54-66. Any questions??? Thank you for listening and
participating. 33