The seemingly simple task associated with formal reading instruction may be problematic for many students with speech and language delays who often enter school with meager literacy experiences (B. K. Gunn, D. C. Simmons, & E. J. Kame'enui, 1999). However, the challenges that students face may be reduced when reading instruction includes opportunities for students to turn inward and reflect on ways that they use their language to read and write. The ability to reflect inward and use language to visualize words was thought to be a powerful tool for this population. The author developed a 2-year pilot program to determine whether a set of 9 key questions would help this population of students to increase the visualization and retell skills necessary for effective reading comprehension. (Contains 5 tables.)