Comprehension

Development

(development of visual imagery for comprehension as well as

expressive oral and written language for communication)

 
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"The other day I caught myself saying, ‘Get your nose out of that book and go outside.’ Nine months ago, I was pleading with my son to read. He said he was so engrossed in this book because the author describes the setting so well that he could see it in his mind. How’s that for visualizing?! "

 - Carol Z., parent


Symptoms of

Weak Language Comprehension


  1. Unclear, vague oral and written expression

  2. Difficulty comprehending oral and written material

  3. Difficulty following oral or written directions

  4. Difficulty understanding abstract concepts in school and at home (i.e. cause and effect, predicting consequences)

  5. Difficulty understanding and using age-appropriate vocabulary


  1. Our Students


Individuals with weak comprehension do not accurately visualize the information they read or hear. Some people image only bits and pieces of language, or try to recall each word or its definition from memory rather than making an overall image. This causes the student to struggle to remember information he or she  hears. It also leads to difficulties in:


  1. Analyzing information

  2. Determining the main idea

  3. Drawing conclusions

  4. Making predictions and inferences

  5. Forming and justifying opinions


Many students with poor comprehension are not diagnosed by the school, since they may read and spell with ease. As students progress in school, a comprehension difficulty can lead to significant gaps in information. Students may struggle to express themselves orally or in writing. Peer and family relationships may suffer since the student has some difficulty understanding others, predicting consequences, following directions, and communicating.


Our Method


Students at Northwest Reading Clinic learn to:


  1. Create detailed mental images from oral and written material

  2. Use those pictures to answer questions and summarize information

  3. Use mental images to build vocabulary

  4. Create images starting at the single word level and transitioning into grade level textbooks and homework

  5. Use images to organize thoughts for writing


“When I first started your program, I didn’t have much enthusiasm. I had many self-esteem problems related to my not understanding what I was reading. Now that I have reached my goal, I am so much happier. It is really neat to read a book and actually know what is going on. I get the funniest pictures in my head and can remember much better than before. I can’t wait to try the imagery in college in a few weeks."

- Susan N., college student


“It has been a little over a year since our daughter completed her program at the clinic. Today we met with her special education teachers for her regular three-year evaluation. After testing, we were informed that she had successfully demonstrated her reading and comprehension skills to a point that she no longer qualifies as a special education student. Words cannot express the feeling of accomplishment. We want to thank you for all you have done for our daughter."

- Geri O., parent

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Northwest Reading Clinic, Inc.

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