If you have a child who is a visual learner, you probably already use visual cues, perhaps unconsciously, to help her learn and remember. Many times, learning and remembering are difficult for visual learners because their strong suit is NOT understanding and remembering what they hear orally. So visual cues can make all the difference for visual learners learning to read.
• A visual cue might be something as simple as a little note written on a white board to remind your child to clean his room instead of only saying it:
visual and kinesthetic cue to help your child with directionality when writing
or reading could be something as simple as having her “make an L” with her left
hand and place it to the left of where she'll write or read or assemble letters
to make a word:
• A visual cue to remind a child of the sound and shape of a letter:
(This is a hand drawn version of our SnapLetters™ M image.)
•A visual cue to remind a child of a word and its meaning:
This card shows a child pounding in a stake for a tent – the visual instantly shows the word, what it means, and differentiates the steak that you eat from the stake you pound in the ground. For visual learners who need to see the whole, the context, and the meaning before being able to see details, our SnapWords™ are so to the point.
• Fingermapping (see blog post on this teaching approach) is a very valuable visual cue that helps learners instantly grasp a visual map of the structure of a word, including multi-letter spellings of sounds. In my experience, fingermapping creates a solid bridge from not reading to reading.
• A visual cue to help children remember which way to turn the letter J. If the letter is written backwards, it will puncture the letter by it! Turned correctly, everyone is happy!
• A visual cue to help children remember the words that end in OW and then N such as “clown, brown, town, frown, brow, etc. The OW together form a spelling pattern that make a unique sound, and the N tags along behind.
• Visual cues demonstrate clearly that the spelling pattern OW is used for two distinct sounds: OH and OW.
This illustration provides a visual cue, but also becomes a kinesthetic prompt if you have your child actually mimic the motion shown in the visuals. The first child is obviously saying OH! Like in “Oh, I forgot!” while the second child is crying because he got hurt and is yelling “OW!”
Once we get into the habit of thinking up visual cues, our imaginative muscles become stronger and ideas begin to flow! Best of all, providing kids with visual and kinesthetic cues for learning makes the process of learning and recalling so painless for these learners; painless for the teacher also!
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