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Following this, he or she gives a “word summary” by collecting the colored squares and sequentially summarizing the paragraph, using specific images to assist with retrieval. At the completion of the paragraph, with approximately four colored squares representing the sentences, the individual gives a “picture summary” by touching and describing his/her images for each square. Each sentence of the paragraph is visualized and verbalized. The individual visualizes and verbalizes each sentence and places a three-inch colored square to note the imaged sentence. The procedure begins receptively, from a short self-contained paragraph, with each sentence read orally to the individual. The stimulation is now directed as assisting the individual with the creation of an imaged gestalt. The teacher creates the simple sentence, presents the sentence to the individual orally, and questions with choice and contrast to stimulate imagery. The individual images and describes-visualizes and verbalizes-a sentence using a previously imaged noun. The goal is to develop detailed visualizing and verbalizing of a word prior to requiring detailed visualizing and verbalizing of sentences. The procedures move from the “personal image” level to the “known noun” level that stimulates detailed imagery for a familiar, high-imagery word such as clown, doll, Indian, cowboy, etc. The individual describes his or her own image with assistance of the structure words and specific questioning of choice and contrast. The goal is to develop fluent, detailed verbalizing from a given picture prior to requiring detailed verbalizing of an image. By questioning with “choice and contrast,” the teacher stimulates a detailed verbal description of a given picture. Structure Words of what, size, color, number, shape, where, when, background, movement, mood, and perspective are introduced to provide descriptive elements. Lindamood-Bell® programs such as the Talkies® and Visualizing and Verbalizing® programs, address and remediate individuals who experience issues with gestalt imagery resulting in language comprehension deficits. These methodologies can only test comprehension, not teach it.
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The imaging factor has been mostly ignored while methods of education that focus on question and answer tests have been the focus. Gestalt imagery is integral to the process of cognition and processing of oral and written language. They may also be verbal but scattered, relating bits of information out of sequence and may interject unimportant bits of information into their speech.
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Weak oral language comprehension often presents with an oral language expression weakness in which individuals experience a difficulty organizing their verbalization with fluency and ease. Sometimes perceived to be poor listeners, these individuals may ask the same questions multiple times without getting the meaning. Weak oral language comprehension is a common symptom and follows the “parts to the whole” concept. The way an individual links parts in a speech, a book, a movie, etc., together may fail and leave illogical or irrelevant understandings. Multisensory Language-Based programming is necessary in remediating students with weaknesses in reading comprehension, listening comprehension, and oral language competency.