Lindamood-Bell® Programs
Multi-Sensory Language-Based Programming
Reading is Cognition.
Multisensory Language-Based programming is necessary in remediating students with weaknesses in reading comprehension, listening comprehension, and oral language competency.
The way an individual links parts in a speech, a book, a movie, etc., together may fail and leave illogical or irrelevant understandings. Weak oral language comprehension is a common symptom and follows the “parts to the whole” concept.
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. They may also be verbal but scattered, relating bits of information out of sequence and may interject unimportant bits of information into their speech.
To summarize, reading is cognition. Gestalt imagery is integral to the process of cognition and processing of oral and written language. The imaging factor has been mostly ignored while methods of education that focus on question and answer tests have been the focus. These methodologies can only test comprehension, not teach it.
Reading Focused
Experienced Teachers
Evidence Based
Friendly & Personable
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.
Jamie The Tutor -Delivered Multisensory Tutoring Programs
Lindamood-Bell® Program Options
Our tutoring programs are designed to provide comprehensive, research-based solutions for individuals struggling with language and literacy skills. We offer specialized programs, including Visualizing and Verbalizing® (V/V®), Talkies®, and LiPS® (Lindamood Phoneme Sequencing®), each targeting unique areas of development. These multi-sensory, language-based programs are tailored to improve reading comprehension, oral and written expression, critical thinking, and phonemic awareness. Whether the goal is to enhance concept imagery for better understanding with V/V®, build foundational communication skills with Talkies®, or strengthen decoding and spelling through phonemic awareness with LiPS®, our programs equip learners of all ages with the tools they need to succeed academically and beyond.
Visualizing and Verbalizing®
(V/V®)
Multisensory Language-Based Programming.
- Improves Reading, Listening, and Language Comprehension
- Enhances Critical Thinking and Problem Solving
- Strengthens Oral and Written Expression
- Boosts Memory and Retention
- Supports Social and Emotional Understanding
Lindamood-Bell®
Talkies®
Grow Early Childhood Language Skills.
- Improves Language Comprehension and Expression
- Builds Oral Vocabulary
- Enhances Social and Emotional Engagement
- Strengthens Listening and Following Directions
- Supports Early Intervention
Lindamood-Bell®
LiPS® Program
Helping to Listen and Learn.
- Improves Phonemic Awareness
- Enhances Reading Skills
- Strengthens Spelling Accuracy
- Boosts Speech Clarity
- Supports Dyslexia Intervention
Visualizing and Verbalizing® (V/V®)
Multi-Sensory Language-Based Programming
Weak Concept Imagery.
A primary cause of language comprehension problems is difficulty creating an imagined gestalt. This is called weak concept imagery.
This weakness causes individuals to get only “parts” of information they read or hear, but not the whole. Individuals of all ages may experience the symptoms of a weakness in concept imagery.
This causes weakness in:
Reading comprehension, Listening comprehension, & Critical thinking and problem solving. Following directions, Memory, Oral language expression, & Written language expression. Grasping humor, Interpreting social situations, Understanding cause and effect, & More.
The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.
More About Lindamood-Bell® Visualizing and Verbalizing® (V/V®) Tutoring:
The Lindamood-Bell® Visualizing and Verbalizing (V/V®) program is a language comprehension and thinking program designed to help individuals develop a deeper understanding of language and improve their ability to learn.
It focuses on developing "concept imagery," which is the ability to create mental pictures or images from language.
Below, we list the different stages of the Visualizing and Verbalizing® program as described by Nanci Bell in Gestalt Imagery: A Critical Factor in Language Comprehension:
Visualizing and Verbalizing® (V/V®) Quick Facts
- Core Skill: The Visualizing and Verbalizing® (V/V®) program develops concept imagery, the ability to form mental pictures from language.
- Key Weakness Addressed: Weak concept imagery causes comprehension problems, including difficulty understanding the "whole" from information read or heard.
- Skills Improved: V/V® enhances reading comprehension, memory, oral and written expression, and critical thinking.
- Multi-Step Process: The program progresses from describing pictures to visualizing sentences, paragraphs, and interpreting complex texts.
- Target Audience: It helps individuals of all ages struggling with comprehension, social interpretation, and problem-solving.
Picture to Picture
The individual describes given pictures. Structure Words of what, size, color, number, shape, where, when, background, movement, mood, and perspective are introduced to provide descriptive elements. By questioning with “choice and contrast,” the teacher stimulates a detailed verbal description of a given picture. The goal is to develop fluent, detailed verbalizing from a given picture prior to requiring detailed verbalizing of an image.
Word Imaging
The individual describes his or her own image with assistance of the structure words and specific questioning of choice and contrast. 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 goal is to develop detailed visualizing and verbalizing of a word prior to requiring detailed visualizing and verbalizing of sentences.
Sentence Imaging
The individual images and describes—visualizes and verbalizes—a sentence using a previously imaged noun. The teacher creates the simple sentence, presents the sentence to the individual orally, and questions with choice and contrast to stimulate imagery.
Sentence by Sentence Imaging
The stimulation is now directed as assisting the individual with the creation of an imaged gestalt. The procedure begins receptively, from a short self-contained paragraph, with each sentence read orally to the individual. The individual visualizes and verbalizes each sentence and places a three-inch colored square to note the imaged sentence. Each sentence of the paragraph is visualized and verbalized. 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. 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.
Sentence by Sentence with Interpretation
As the Sentence by Sentence process is developing an imaged gestalt, the stimulation extends to interpretation and critical thinking. The imaged gestalt is used as the cognitive base for higher order thinking skills of main idea, inference, conclusion, prediction, and evaluation.
Multiple Sentence Imaging, Paragraph Imaging, Paragraph by Paragraph Imaging
The succeeding steps extend the language from which the individual visualizes and verbalizes, and interprets. The material becomes longer and denser with the individual decoding or orally receiving the language input. The process requires the individual to visualize gestalts, verbalize summaries, and interpret from both oral and written language.
Lindamood-Bell® Talkies®
Grow Early Childhood Language Skills
Problem:
Chip is in first grade, and has had a full-time tutor since he was three. His poor communication skills are causing him social difficulty, and he has difficulty expressing himself. He struggles with understanding language concepts.
Cause:
Weakness in concept imagery—the ability to create an imaged whole—prevents Chip from comprehending and expressing language well.
Symptoms:
Individuals of all ages can experience a significant weakness in the ability to create an imaged whole. This causes weakness in:
- Difficulty with verbal and non-verbal expression
- Difficulty formulating sentences
- Difficulty following directions
- Apparent disengagement or frustration
Solution: Lindamood-Bell® Talkies® Tutoring:
The Talkies® program—the primer to the Visualizing and Verbalizing® (V/V®) program—is designed for students who need simpler, smaller steps of instruction to establish the imagery-language connection.
The goal of the Talkies® program is to develop the dual coding imagery and language as a base for language comprehension and expression. The Talkies® program is especially helpful for students with a limited oral vocabulary and/or limited ability to verbalize.
Research indicates the Talkies® program benefits students previously diagnosed with an autism spectrum disorder. The Talkies® program is also ideal for any preschool child.
Lindamood-Bell® Talkies® Quick Facts
- Purpose: Talkies® develops the imagery-language connection to improve comprehension and communication.
- Target Audience: Designed for preschoolers and students with limited verbal skills or autism spectrum disorders.
- Skills Enhanced: Improves sentence formulation, oral vocabulary, and ability to follow directions.
- Social Benefits: Reduces frustration and improves social engagement through better communication.
- Program Role: Serves as a primer to the Visualizing and Verbalizing® (V/V®) program for foundational language development.
Lindamood-Bell® LiPS® Program
Listen and Learn with Jamie The Tutor
Problem:
Despite numerous attempts to teach him, John struggles with sounding words. When he attempts to read on the page, he guesses or uses context cues. He has been labeled as “dyslexic.”
Cause:
A primary cause of decoding and spelling problems is difficulty judging sounds within words. This is called weak phonemic awareness. Weak phonemic awareness causes individuals to add, omit, substitute, and reverse sounds and letters within words.
Symptoms:
Many children and adults experience the symptoms of weak phonemic awareness. This causes weakness in:
- Recognizing sameness/difference of phonemes
- Discriminating the identity, number, and order of sounds within words
- Blending sounds
- Spelling & Syllabication
Solution: Lindamood-Bell® LiPS® Tutoring:
The LiPS® program is a multisensory approach to teaching phonemic awareness, a crucial skill for reading, spelling, and speech.
By focusing on oral-motor movements, students learn to identify, understand, and manipulate the individual sounds (phonemes) in words. This helps them connect sounds with physical actions, making it easier to remember and reproduce.
Once students can isolate individual sounds in words, identify them, and determine their correct order, they can apply these skills to reading, spelling, and speech.
Lindamood-Bell® LiPS® Program Quick Facts
- Core Focus: The LiPS® program develops phonemic awareness by teaching students to identify and sequence sounds in words.
- Key Problem Addressed: Targets difficulties in decoding, spelling, and speech caused by weak phonemic awareness.
- Who It Helps: Effective for children and adults struggling with reading, including those labeled as dyslexic.
- Unique Approach: Utilizes oral-motor movements to help students recognize and verify sounds within words.
- Broader Applications: Improves reading, spelling, speech, and overall language comprehension.
Lindamood-Bell® Program FAQs
Many people are not aware that a reading comprehension deficit is rooted in language. Identifying core weaknesses in language will effectively remediate a child’s reading comprehension. Language-based programs such as the Visualizing & Verbalizing® program work on oral language, listening comprehension, reading comprehension, vocabulary, parts of speech, writing and more. See some common questions below.
Notice: Jamie The Tutor LLC is NOT Lindamood-Bell Learning Processes®. Jamie The Tutor LLC is NOT affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell®, Nanci Bell, Phyllis Lindamood or Patricia Lindamood. Lindamood-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 Jamie The Tutor LLC.
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