Visualizing and Verbalizing
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.
Eden, G. F., K. M. Jones, K. Cappell, L. Gareau, F. B. Wood, T. A. Zeffiro, N. A. Dietz, J. A. Agnew, and D. L. Flowers. 2004. Neuron 44 (3):411-22.
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.
Murdaugh, Donna L., Jose O. Maximo, Claire E. Cordes, Sarah E. O’Kelley, and Rajesh K. Kana. 2017. “From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention.” NeuroImage: Clinical 16:303-312. doi: 10.1016/j.nicl.2017.08.012.
Sadoski, Mark, and Victor L. Willson. 2006. American Educational Research Journal 43 (1):137-154.
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.
Fayez, Orchida, and Ghada Hor. 2009. “Verbalization and Visualization Process and Its Applicability in EFL.” International Journal of Humanities 7 (8):33-42.
Vanderberg, Laura E., Margaret E. Pierce, and Laurel J. Disney. 2011. Rehabilitation Counseling Bulletin 54 (4):210-222.
Patel, Pooja, and Leslie Laud. 2009. Preventing School Failure: Alternative Education for Children and Youth 54 (1):2-11.
Lindamood, Patricia, C., Nanci Bell, and Phyllis Lindamood, D. 1997. Journal of Developmental and Learning Disorders 1 (1).
Johnson-Glenberg, Mina C. 2000. Journal of Educational Psychology 92 (4):772-782.