This session explores the nature and role of imagery in reading and comprehension for all readers, including struggling learners and those with dyslexia. Many children experience weakness in creating imagery, resulting in poor literacy skills. New research suggests that the dual-coding of imagery and language is a critical factor in language comprehension and in word reading. Supported by key behavioral and neurologic research findings, and 35 years of instructional experience, this session reveals that imagery is a primary sensory-cognitive power source that can be developed for reading independence in all children, including those diagnosed with dyslexia.
