School Results

School Results

California Students Receiving Visualizing and Verbalizing® Instruction Outperform Comparison Students in Comprehension

California, Elementary School Results, Visualizing and Verbalizing

California Students Receiving Visualizing and Verbalizing® Instruction Outperform Comparison Students in Comprehension

 

Background
During the 1993-94 school year, a comparison study was conducted at a California elementary school to determine the effect of Visualizing and Verbalizing instruction on reading comprehension (Lindamood 1997). Experimental students in one 4th grade classroom received Visualizing and Verbalizing instruction to develop concept imagery for comprehension, and comparison students in another 4th grade classroom received the districts standard English language arts instruction (i.e., business as usual). All students had adequate decoding skills. A reading comprehension test was administered in January (pretest) and again in May (posttest) to students in both groups.

 

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Results
On average, Visualizing and Verbalizing students achieved a significantly greater improvement (16 percentile points) than comparison students (6 percentile points) in reading comprehension. In addition, pre- to posttest results were statistically significant for the experimental group. The results of this study illustrate that Lindamood-Bell instruction in the Visualizing and Verbalizing program leads to improved comprehension, which is essential to achieving success with school curricula.

 

Profile
School Years: 1993-94
Number of Schools: 1
Number of Students:
•34 Experimental (Visualizing and Verbalizing)
•33 Comparison
Grade Levels: 4th
Lindamood-Bell Programs Implemented: Visualizing and Verbalizing®
Outcome Measures: Gray Oral Reading Tests-3rd (Comprehension)

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