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.
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.
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.
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.
Sadoski, Mark, and Victor L. Willson. 2006. American Educational Research Journal 43 (1):137-154.
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.
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.
Brennan, Stephanie, and G. L. Robinson. 1998. Australian Journal of Learning Disabilities 3 (4):12-19.