Reading Comprehension: Converting Words to Pictures
By Dianne Craft
MA, CNHP
When a student regularly reads a passage well, but can’t remember the content, we know that he is using an inefficient strategy for
comprehension. He often is trying to remember the exact words he read,
rather than converting the words into pictures. Whether he is reading for
recreation or information, he must change the words he reads into images
in his mind. The more these images involve the senses (sight, sound,
smell, touch), the greater will be the comprehension of the passage.
Use the following steps to help a student develop his ability to
change the words he hears or reads into pictures for good comprehension.
You will be surprised how fast his comprehension skills will improve
after just a few of these training sessions.
This method works well with one student or a group of students.
Step 1: Reading to Your Students
Choose interesting, descriptive material to read to your student. As you read, have the student sit upright and keep
his eyes upward, creating a “movie” in his mind. You can pull down a
projection screen to further aid him in his “movie making.” Read a
sentence or two. Then ask him a few questions until you are sure he is
seeing the pictures in detail.
You can instruct him how to use his “camera”, using the “zoom lens” for
close-ups when he needs to remember a very small detail in his picture.
Instruct him how to “move” his pictures and “freeze” them when he wants
to notice something. He’ll have great fun with this!
When you get to the end of a passage you’re reading, instruct the
student to “rewind” the movie, to answer some questions about the
passage. As you ask the questions, direct his gaze upward as he reviews
his “movie” for the answers. He will be very excited about his
retention of the information. He may be downright amazed because he is used
to responding to questions with the comment, “I can’t remember.”
Step 2: The Student Reads Aloud to You
After your student has demonstrated proficiency at converting words to
pictures as he hears them, he is ready to read the words themselves and
make the “movie.” Select a reading passage that is easy for him to read,
so he can concentrate on pictures rather than sounding out the words.
Repeat the process you used before, stopping the student after a
sentence or two, to ask him some questions about his “movie.” Direct
his gaze upward to see what he just read. Be sure to get detailed
pictures. As this becomes easier and more accurate for him, you can
increase the number of sentences he reads before you ask questions.
Step 3: The Student Reads Silently
When your student is successfully reading aloud while making good
pictures in his mind, you can have him read a passage silently. Ask
him to stop every few lines or so and tell you about the
pictures he has made. If they are detailed and accurate, you can have
him read to the end of the passage uninterrupted. At the end of the
reading, have him “rewind” his film and tell you all that he has read.
You will be surprised at the things he remembers! His “words-to-pictures” process will soon be automatic. The upward eye movement will
soon be unnecessary for the storage of reading material.
Remember:
- No pictures: no answers.
- A few pictures: a few answers
- Great pictures: Great answers!
This strategy is simple, but very effective.
Expect to see great changes in your students!
Following Verbal Instructions
- Begin by giving a one-step instruction.
- Have the child look up and picture himself carrying out the
directive. As soon as he has a clear image of himself doing what he was
told, he should go and do it.
- As the child gains confidence, additional instructions are given.
Soon, the child will be able to picture himself doing two, three, or
more things sequentially in a successful way.
- Also use “chalk-talk” when you can. This consists of sketching
pictures of the idea or concept as you are explaining. For example, if
you are giving daily chores orally, sketch a picture of a child brushing
their teeth, taking out the trash, vacuuming, and making their bed. Use
this in addition to a written or verbal list. Kids feel very successful
when they remember their chores easily. Now providing the motivation to
do their chores is another issue.
Daily Chores: Following Written Instructions
- Have the child begin by reading a single instruction.
- Direct him to look up and picture himself carrying out the
directive. You can also sketch out what the instructions say. As soon
as he has a clear image of what he is supposed to do, he should follow
through and do as instructed.
- As he gains confidence, additional instructions are given. Soon
he will be able to picture himself performing two, three, or more things
sequentially, and will be able to successfully carry the directive out.
For a Language Arts Book
Circle the subject and underline the verb, put adj. above the adjectives.
- Use color.
- Actually do what the directions say, on the directions
themselves, in color.
- For the right brain child, have this illustration of directions
be part of his grade for that page. This helps train his thinking.
- Be sure to model this many time before you expect them to do it
on their own.
Dianne Craft is president of Child Diagnostics, Inc., in Littleton, Colorado, and the author of Brain Integration Therapy for Children Manual, and “The Biology of Behavior” audio tape set. For more articles on children and learning visit her website: www.diannecraft.org.
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