Giving children opportunities to image and draw the words in the text and what they represent tends to unblock and extend children's potential abilities to assimilate and synthesize language. Evaluation of representational drawing need not be a barrier which discourages teachers from allowing children to draw. In effect, it might be judicious to suggest evaluating representational drawing and reading skills concurrently. A simple checklist, either mental or written, indicating if the main subject(s) and a fair number of descriptive elements are present in a drawing, gives the teacher a visual picture of children's comprehension and a sense of those children who appreciate drawing in order to comprehend their reading. Examples of children's illustrations of passages from stories demonstrates what teachers can look for in children's drawings which will convey to the teacher that children understand the passages and the elements within them. Ultimately, teachers might consider enhancing and enriching their reading program by providing children opportunities to "see" language through visual literacy. (Three figures of drawings are included; 22 references are attached.) (RS)