CAN THE WAY YOU THINK IMPAIR YOUR ABILITY TO PROCESS AND LEARN?
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YES! There are two basic kinds of learners: Verbal and Nonverbal.
Verbal learners mainly think in words rather than pictures, with a sort of internal dialogue. Verbal thought is linear and follows the structure of language. Thinking verbally consists of composing mental sentences, one word at a time, at about the same speed as speech. Nonverbal learners mainly think in pictures. They think with 3-dimensional, multi-sensory images that evolve and grow as the thought process adds more information or concepts. They do not experience much, if any, internal dialogue. This thought process happens so much faster than verbal thinking, that it is usually subliminal. |
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THE DYSLEXIA DILEMMA...
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Most of us think to some degree with words and pictures. When a person stronger in picture thinking has been offered only word thinking tools, their picture thinking turns on automatically creating a barrier for reading, writing, spelling (dyslexia) and attention (ADD ADHD)
Words that enable a picture-thinking person to imagine a picture, have meaning and are clearly understood. However, picture thinkers are unconsciously challenged when faced with certain words like: the, was, if, and, were, in, on, as, or, that...and at least 207 others just like them (commonly known as “sight words”). Those words are at the root of reading difficulties for a picture-thinker. WHY? With no picture to process for each sight word, the reading material quickly loses meaning - causing confusion, frustration, and fatigue. Consider, for a moment, that up to 60% of any given written paragraph are words that DO NOT trigger a visual picture. Imagine, as a person who thinks in pictures, trying to obtain the real meaning of a paragraph when 60% of the words are words with which they cannot think! |
As learners, most of us are a mix of Picture and Word Thinking. Some of us think primarily in words...and others think primarily in pictures.
Learning Options provides clients with easy, fun, and permanent learning techniques that provide that vital piece of missing information for picture thinkers...the picture and understanding of abstract words!
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WORD THINKING |
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PICTURE THINKING |
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Reliance solely on word thinking strategies creates DIS-ability for picture thinkers.
Skills improvement taught to fix what's wrong (brain weakness) through drills, memorization, sound/symbol rules, patterns My background experience with 25 years experience teaching at public and private schools, and Smith and Landmark College for Adults with Specific Learning Disabilities Vertical Divider
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Recognition and use of natural picture thinking reinforces ABILITY
Skills reached using what's right (brain strength) tools of creativity, imagination, and feelings to acknowledge and resolve confusions to reach client's personal goals My licensing and certification as a Davis® Facilitator and Davis Autism Approach® Facilitator/Coach. |
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JaLynn's Success Story..."Everybody thought I was a slow learner, now I get my assignments done without a constant struggle."
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JaLynn's dad learned about Elsie from a friend whose son she worked with. Before her program her parents said, "At 15 she was reading below grade level, doing well with books of interest, but not with those outside, her listening is half accurate, she says things out of sequence, and tests poorly. She went to private tutoring with no success, tested and became a special ed student by 5th grade."
At her initial consultation she spoke in a tiny voice. She wanted to comprehend knowing the meaning of big words, especially in science and math. Her parents' post program comments: "After the first day, Ja seemed very confident that she could use the tools to help her in school. It is refreshing to see her smile and laugh."
JaLynn's teachers 'got the picture' when Ja and I provided them support training about how strong picture thinker's like JaLynn do not have the same access as word thinkers when they do not understand terms being used. Graduation saw a different young lady. She continues in the working world meeting new challenges using her nonverbal skills as she finds her best fit.
At her initial consultation she spoke in a tiny voice. She wanted to comprehend knowing the meaning of big words, especially in science and math. Her parents' post program comments: "After the first day, Ja seemed very confident that she could use the tools to help her in school. It is refreshing to see her smile and laugh."
JaLynn's teachers 'got the picture' when Ja and I provided them support training about how strong picture thinker's like JaLynn do not have the same access as word thinkers when they do not understand terms being used. Graduation saw a different young lady. She continues in the working world meeting new challenges using her nonverbal skills as she finds her best fit.