11/12/2023 0 Comments Lindamood bell reading comprehensionThe statement “I make movies when I read” prompted my twenty-five-year-odyssey exploring the relationship between imagery and language. Thinking about the books I’ve read, I finally answer, “Yes. The words turn into pictures and I just remember the pictures, the images. I just see movies in my head when I read. Thoughtful, Allan replies, “I don’t know.” Then, after a pause, he says, “I make movies when I read.”Ī little surprised, I ask, “What do you mean, you make movies when you read?” How did you do that? If I know what you do to remember what you read, perhaps I can teach others to do it.” You have very good reading comprehension. Realizing that Allan seems embarrassed and unsure of himself because of my question, I reassure him. Looking at me, surprised and now shy, Allan replies, “I don’t know.” I stare at him, saying, “That was really an incredible summary. He is confident and involved in the activity – a much different Allan than the one that struggles with spelling. To my amazement, he infers, concludes, predicts, and evaluates the material. Tell me what you read.”Īllan gives me the very complete summary, beginning with the main idea and then including all the details. He accurately reads the page of material, and I take the book from him, saying, “Good job. Handing him a college level skill book, I ask him to read aloud so I can be certain he is decoding accurately. Needing a break in the lesson from spelling word after word, I decide to have Allan,, read and give me a verbal summary. In the following excerpt, from Visualizing and Verbalizing, Nanci Bell describes the incident that sparked her passion to change learning for students struggling with weak comprehension. Like many others, she thought difficulty with reading comprehension was caused by weak decoding and weak oral vocabulary. Nanci has described that at the time, she was unaware of a separate comprehension dysfunction. Nanci Bell first became aware of the connection that underlies comprehension while she was teaching students struggling with literacy, many of whom had been previously diagnosed as dyslexic. This weakness causes individuals to get only “parts” of information that they read or hear, but not the whole. Students may have difficulty creating mental images for language. It is a weakness, based in the sensory system, in creating an imaged gestalt or “whole.” This weakness often undermines the reading process. What is the missing piece for these students? What is Reading Comprehension?Ĭlinical research over the last 30 years indicates there is a separate comprehension weakness that is rarely identified. Unfortunately, many students who can decode well and understand words still have weak reading comprehension. However, better reading comprehension goes beyond understanding words. In other words, a child must be able to accurately decode every word on the page, and know what each of the words means. Most reading experts agree on one thing: In order to comprehend what they read, students must have strong decoding skills and adequate oral vocabulary.
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