Honolulu Reading Tutor Training by Nancibell® Visualizing and Verbalizing®
Gail Hawkins attended Lindamood Bell Learning Processes® training in Seattle, Washington in July of 2005.
Lindamood-Bell Learning Processes® has been reviewed and approved as an Authorized Provider by the International Association for Continuing Education and Training (IACET). Mrs. Hawkins received written verification of training from the Lindamood-Bell Corporate Headquarters in San Luis Obispo, California, for the following methods:
"VISUALING AND VERBALIZING"® Awarded 1.4 LBLP Credit
Training was fourteen hours of instruction in the theory and techniques for developing concept imagery as presented in the Visualizing and Verbalizing for Language Comprehension and Thinking (V/V) program.
Techniques for stimulating concept imagery for single words, phrases, single sentences, sentence by sentence in paragraphs, whole paragraphs and pages were taught. Visualizing and verbalizing methods stimulates the ability to form an imaged gestalt while reading or listening to language. The concepts were presented through lecture/discussion, demonstration, videotape, and supervised practice by a Lindamood-Bell Learning Processes trainer.
Concept imagery improves language comprehension, following directions, expression, and critical thinking. Students describe pictures and "picturable" words. They progress to visualizing and describing sentences, paragraphs, and longer text which improves reading comprehension.
Concept Imagery can be used for LANGUAGE COMPREHENSION & THINKING
Students with weak concept imagery can experience difficulty with reading comprehension, critical thinking, and may not easily follow directions or connect to conversations. Students may also have difficulty expressing ideas in an organized manner. A student's oral reading may be adequate but they do not understand what they are reading.
Individuals of all ages may experience the symptoms of an undiagnosed and untreated concept imagery dysfunction. This causes:
"SEEING STARS"® Awarded l LDLP credit
Mrs. Hawkins completed 14 hours of instruction in the theory and techniques for developing symbol imagery for Phonemic Awareness, Sight Words and Spelling using Nanci Bell techniques. Techniques develop symbol imagery for consonants, vowels, as well as single and multi-syllable words. The methods provide a way to process sounds and letters in words.
The sensory processing is a base for competency in reading and spelling. It is a foundation for phonetic processing, sight words recognition, spelling accuracy, and contextual reading fluency.
Concepts and techniques were presented through lecture/discussion, demonstration, videotape, and supervised practice by a Lindamood-Bell Learning Process trainer.
"ON CLOUD NINE"® MATH Awarded .7 LBLP CEU credit
Mrs. Hawkins completed 7 hours of instruction in the theory and techniques of developing math concepts and processes for the math program developed by Nanci Bell and Kimberly Tuley.
The workshop presented math concepts through manipulatives and imagery. Program concepts were presented through lecture/discussion, video demonstration, and supervised practice by a Lindamood-Bell Learning Processes trainer.
Legal Terms & Conditions: * ® is ™ (TradeMark) of Linda mood-Bell.
Mrs. Gail Hawkins, Oahu Tutor, is not Lindamood-Bell Learning Processes nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Linda mood-Bell--an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills--in no way endorses or monitors the services provided by Mrs. Gail Hawkins.
Mrs. Hawkins has received written verification of her attendance and training at the above workshops to learn Lindamood-Bell methods for her students.
Reading Comprehension
Students have to reread material several times. They often remember only a few details. They have difficulty understanding the main idea of a reading.
Oral Language Expression
Students may seem shy. They may have difficulty organizing their language. They may be talkative but scattered, often relating information out of sequence.
Oral Language Comprehension
Students connect to only parts of conversations. They have difficulty responding relevantly and thinking logically. They may ask and re-ask the same question. Often the student is labeled a "poor listener."
Written Language Skills
Student writing is sometimes described as unorganized and nonspecific.