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Research Articles

Numerous peer-reviewed articles based on studies examining the effectiveness of the Lindamood-Bell programs have been published in scholarly journals.

Below, you will find information on these research articles including references, abstracts, links to the articles in their entirety, and more.

Changes in Intrinsic Connectivity of the Brain’s Reading Network Following Intervention in Children With Autism

Murdaugh, D. L., J. O. Maximo, and R. K. Kana. 2015. “Changes in intrinsic connectivity of the brain’s reading network following intervention in children with autism.” Human Brain Mapping. doi: 10.1002/hbm.22821.

Author References

Click here for a complete list of references

Verbalization and Visualization Process: Its Applicability in EFL

Fayez, Orchida, and Ghada Hor. 2009. “Verbalization and Visualization Process and Its Applicability in EFL.” International Journal of Humanities 7 (8):33-42.

The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism

Murdaugh, D. L., H. D. Deshpande, and R. K. Kana. 2015. “The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism.” Autism Research. doi: 10.1002/aur.1503.

Individual differences in gains from computer-assisted remedial reading

Wise, B. W., J. Ring, and R. K. Olson. 2000. Journal of Experimental Child Psychology 77 (3):197-235.

Training phonological awareness with and without explicit attention to articulation

Wise, B. W., J. Ring, and R. K. Olson. 1999. Journal of Experimental Child Psychology 72:271-304.

Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction

Torgesen, Joseph K., Richard K. Wagner, Carol A. Rashotte, Elaine Rose, Patricia Lindamood, Tim Conway, and Cyndi Garvan. 1999. Journal of Educational Psychology 91 (4):579-593.

Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches

Torgesen, J. K., R. K. Wagner, C. A. Rashotte, J. Herron, and P. Lindamood. 2010. Annals of Dyslexia 60 (1):40-56.

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