“Imagery is not past but present. It rests with what we call our mental processes which place these images in a temporal order.”
– George H. Mead
- Phonemic Isolation
- Teach your child the sound through imagery, touch, movement. Not just the letter/sound.
- Phonemic Identity
- Teach your child to blend the sounds. Use pictures not letters so your child can SEE the sounds. A word needs to be filled with images.
- Phoneme Substitution
- Substitute letter/image with new ones to make new words that your child can SEE.
- Oral Segmenting
- Have your child hear the word; SEE the parts; SEE the word.
- Oral Blending
- Now it is your turn to hear the word; SEE the parts; SEE the word as a model for your child.
- Sound Deletion
- Delete letter/image from the words so your child can SEE new words.
- Phonological Awareness
- Show your child letter/image combinations so they can SEE letter patterns.
“I think almost always that what gets me going with a story is the atmosphere, the visual imagery, and then I people it with characters, not the other way around.”
– Ann Beattie
“The best guide you can ever have is the visual imagery on how you mix these things together.” – Magnus Ranstorp
“17 seconds of focused pleasureable visualization is stronger than 2000 hours of working to obtain a goal” – Esther Hicks
“To learn to read is to light a fire; every syllable that is spelled out is a spark.” — Victor Hugo
“So it is with children who learn to read fluently and well: They begin to take flight into whole new worlds as effortlessly as young birds take to the sky.” — William James
“Reading is to the mind what exercise is to the body.” — Richard Steele
- Have your child read the vocabulary word.
- Ask your child to SEE the word. Go over with your child what they SEE.
- Now ask your child to tell you what they SEE.
Your child should now have an understanding of the vocabulary word because they can SEE it.
“Reading is important, because if you can read, you can learn anything about everything and everything about anything.” — Tomie dePaola
- Text Factors
- Your child should understand the plot, characters, setting, point of view, and theme. This can be taught through outlines, types of text structure such as cause/effect, compare/contrast, problem/solution, topic/list. In addition, text factors can be taught using context clues such as inference, synonym, antonym, definition and example. Your child can now SEE the sounds, words, sentences, paragraphs and stories.
Your child is creating images in their brain.
- Higher Level Thinking
- Your child should now be able to SEE beyond what is in the text.