Workshops

:: UPCOMING WORKSHOPS ::

**PCG 2025 Approved

**THIS COURSE IS ELIGIBLE FOR CPE POINTS FOR ALLIED HEALTH PROFESSIONALS; SUBJECT TO APPROVAL.

**UTAP funding approved: Course Code C00034982

2 Full-Day Workshop

Seminar: LINDAMOOD-BELL SERIES WORKSHOP

Visualizing and Verbalizing^®

for Language Comprehension and Thinking
Level 1 – Introductory Workshop

This course explores the sensory-cognitive processes necessary for language comprehension and thinking, specifically concept imagery. Class members will learn the role of concept imagery as a critical factor in language comprehension, vocabulary development, and higher order thinking. Participants will also learn how the program aligns with a prominent theory of cognition known as Dual Coding Theory (DCT).

Participants will learn that the program is delivered through explicit, systematic, and cumulative instruction, and they will learn techniques to differentiate instruction across small groups and classroom environments. Both developmental and remedial instruction will be discussed. The instructional pedagogy employs a specific Socratic questioning strategy, “responding to the response”, to develop the student self-monitoring, self-correction, and ultimately independence in their comprehension and learning process, introducing the integration of the program steps into reading programs or language arts curriculum. Information and techniques are gained through (1) a live Workshop course including presentation, discussion, demonstration, video, program manual, and supervised practice, and (2) Imagery-Language Connection online subscription included with Workshop registration, with access for 12 months to self-paced review modules.

Speaker: Delecia Douroxu

Delecia Douroxu has been with Lindamood-Bell for over two decades and has held a variety of roles and responsibilities. She has extensive experience with the instructional application of the programs authored by the founders of Lindamood-Bell and over 25 years’ experience evaluating, assessing, consulting, and pacing students in the sensory-cognitive functions we address: phonemic awareness, symbol imagery, and concept imagery. She is also well verse with more than 23 years’ experience mentoring instructional staff and providing professional development to educators in the use of the programs Seeing Stars, Visualizing & Verbalizing, LiPS, Talkies, and On Cloud Nine.

Course Outline

• The Gestalt: An overview of the theory and research behind the Visualizing and Verbalizing Program
• Visualizing and Verbalizing Guide
• Overview of the Visualizing and Verbalizing Program Steps
• Introduction to and demonstration of the Visualizing and Verbalizing Program Steps:
  1. Picture to Picture
  2. Word Imaging
  3. Sentence Imaging
  4. Sentence by Sentence Imaging
  5. Sentence by Sentence Imaging with Higher Order Thinking
  6. Multiple Sentence Imaging with Higher Order Thinking
  7. Whole Paragraph Imaging with Higher Order Thinking
  8. Paragraph by Paragraph Imaging with Higher Order Thinking
  9. Whole Page Imaging with Higher Order Thinking
  10. Application to Content
  11. Relevant Questioning

Course Objectives

1. Understand the sensory-cognitive factors of phonemic awareness, symbol imagery, and concept imagery and how they underlie and influence the development of language and literacy skills.
2. Understand the gestalt of the reading process as an integration of skills, the sensory-cognitive functions that underlie those skills, and how to develop and apply those sensory-cognitive functions to reading and comprehension. Understand the sequence and progression of skill development that leads to reading fluency, with comprehension.
3. Gain knowledge of symptoms of weak comprehension skills, including symptoms exhibited with or without poor decoding skills.
4. Understand that the program is delivered through explicit, systematic instruction that is cumulative and reinforced through multiple practice activities while students demonstrate proficiency before advancing to a more complex level.
5. Understand the role of concept imagery in the development of acquiring and retaining vocabulary, oral and written language comprehension, as well as oral and written expressive language.
6. Gain knowledge of the critical role of concept imagery in higher order thinking skills: main idea, conclusion, inference, prediction, and evaluation.
7. Understand the role of concept imagery in citing evidence from text.
8. Understand the role of concept imagery in comprehension monitoring strategies.
9. Understand the role of concept imagery in recall, sequencing, and understanding of oral and written language from a single word to processing multiple paragraphs of connected text, and ultimately applying concept imagery to higher order thinking and content instruction.

Who Can Benefit?

Professionals handling special needs students of all ages, including students with the following diagnoses: Dyslexia, Hyperlexia, Specific Language Disorder, Autism Spectrum Disorders, Auditory Processing Disorders, Working Memory Disorders.

Testimonials

Course Fees & Closing Dates

**PCG 2025 Approved

**THIS COURSE IS ELIGIBLE FOR CPE POINTS FOR ALLIED HEALTH PROFESSIONALS; SUBJECT TO APPROVAL.

**UTAP funding approved: Course Code C00034982