Our programs specifically develop:
• Phonemic Awareness
• Critical Thinking
• Study Skills
• Reading Comprehension
• Listening Comprehension
• Following Directions
• Academic Performance
- The Lindamood Phonemic Sequencing® for Reading, Spelling and Speech
- Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®)
- Seeing Stars®
- The On Cloud Nine®
Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®)
Individuals of all ages may experience the symptoms of an undiagnosed and untreated concept imagery dysfunction.
- Reading Comprehension They have to reread material several times and often remember only a few details, rather than the “whole”.
- Oral Language Expression They may seem shy and have difficulty organizing their language…or they may be talkative but scattered, relating information out of sequence.
- Oral Language Comprehension They connect to only part of a conversation and have difficulty responding relevantly and thinking logically. They may ask and re-ask the same question and are labeled “poor listener.”
- Written Language Skills Their writing is often described as unorganized and nonspecific.
A primary cause of language comprehension problems is difficulty creating an imaged gestalt-a whole. This is called weak concept imagery. This weakness causes individuals to only get “part” such as a few facts or details rather than the whole picture.
The Nancibell® Visualizing and Verbalizing for Language Comprehension and Thinking®(V/V®) successfully stimulates concept imagery. Individuals become able to image gestalts which include color, and even movement.
- Weak word recognition
- Weak contextual fluency
- Weak spelling
- Weak reading comprehension
- Weak visual memory
- Symptoms of dyslexia
A cause of difficulty in establishing slight words and contextual fluency is difficulty in visualize letter in words. This is called weak symbol imagery. Symbol imagery can be defined as the ability to visualize the identify, number, and sequence of sounds and letters within words. A significant number of students-even those who have well-developed phonemic awareness-have difficulty with rapidly perceiving sounds in words, and thus are slow self-correct their reading errors. Their spelling is often phonetically accurate, but they can’t remember the visual patterns of words.
The Nancibell® Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words and Spelling Program successfully develops symbol imagery and directly applies that sensory-cognitive function to sight word development, contextual fluency, spelling and increasing the speed and stability of phonemic awareness. The program begins by visualizing the identify, number, the sequence of letters for the sounds within words, and extends into multisyllable and contextual reading and spelling.
This new program may be a missing link in literacy development. Developing symbol imagery directly stimulates dual-coding (the integration of imagery and language) for the reading and spelling task. Long overlooked, this important function can now be assessed and developed.
The Talkies® program aligns with a theory of cognition, Dual Coding Theory, and through sequential steps brings the nonverbal code of imagery to consciousness. The goal is to engage the individual to consciously create and access mental representations and stimulate his or her awareness of the imagery-language connection. Talkies® is not intended to diagnose or be an exclusive treatment for speech-language pathology and audiology disorders.
Talkies® is a primer to the Visualizing and Verbalizing® (V/V®) program, and the goal of Talkies® instruction is to develop mental imagery as a base for language comprehension and expression. Talkies® is especially helpful for students who need simple, smaller steps of instruction to establish the imagery-language connection. Talkies® instruction may benefit students with prior third-party diagnoses of expressive language delays or autism spectrum disorders.
The goals of Talkies®, primer to the Visualizing and Verbalizing® (V/V®) program, are to…
Bring nonverbal imagery to consciousness
Establish the imagery-language connection
Increase oral vocabulary
Improve language comprehension and expression
Talkies® is suitable for developmental or remedial instruction
The On Cloud Nine®
Program, by Nanci Bell and Kimberly Tuley, stimulates the ability to image and verbalize the concepts and processes of math. Concept imagery – the ability to create an imaged gestalt from language and numeral imagery – the ability to visually hold and retain numbers and math facts – are integrated with language to improve math computation and problem solving.
On Cloud Nine® Helps Children With:
Weak math facts:
They may have difficulty learning and retaining math facts such as basic addition, substraction, multiplication.
Weak mathematical concepts:
They may have difficulty grasping mathematical relationships such as carrying borrowing, multiplying and dividing.
Weakness in applying much:
They may have difficulty generalizing and applying math concepts in different aspects of math and even real life situations.
Weakness in word problems:
They may have great difficulty understanding and solving word problems.
Weakness in higher math:
They may have learned some basic math, but experience difficulty with higher math such as fractions, decimals percents and algebra.