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Research Articles
 
 

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

Murdaugh, D. L., Deshpande, H. D. & Kana, R. K. (2015). The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism. Autism Research, 9, 141-154. doi:10.1002/aur.1503

Background

The University of Alabama at Birmingham Department of Psychology and Lindamood-Bell Learning Processes conducted a randomized controlled trial involving children with Autism Spectrum Disorders (ASD). This experiment investigated the constructs of Dual Coding Theory (DCT) using the Visualizing and Verbalizing (V/V) program to develop oral and written language comprehension. Translational functional magnetic resonance imaging (fMRI) was used to study the effect of V/V on sentence comprehension, brain activation, and functional connectivity. Children with ASD typically have weaker connectivity, or underconnectivity, in the areas of the brain associated with language. Before and after instruction, children’s brains were scanned and they were administered a reading comprehension test. A similar group of children with ASD went through the same procedures but did not receive V/V instruction (i.e., control group). Children in the V/V group received approximately 200 hours of instruction over a 10 week period of time. Instruction was delivered by specially trained Lindamood-Bell staff. The figure below shows increased brain connectivity between Broca’s and Wernicke’s language areas for the V/V group (thicker blue line) compared to control group (thinner yellow line) during a task of visual imagery sentence comprehension. The thickness of the lines represents the magnitude of connectivity between the two brain areas.

Results

The strength of connectivity was significantly greater (p < .05) for the V/V group. In addition, the V/V group also had a significantly larger change (p = .05) in reading comprehension than the control group (13.9% and 3.9% respectively). Furthermore, researchers found a significant positive correlation between improvements in reading comprehension and brain activation. The results of this study illustrate that instruction in the Visualizing and Verbalizing program supports the Dual Coding Theory model of cognition, leading to greater brain connectivity and improved comprehension for children with Autism Spectrum Disorders.

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Discover how personalized, sensory-cognitive instruction helped him gain the skills and confidence to thrive academically.
👉 Listen now at the link in bio, @lindamoodbellofficial.

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🎧 New Podcast Episode: A Mother’s Perspective: Autism, Comprehension, and Real Progress 🌟 Hear April share her son’s journey at Lindamood-Bell. Although he was a strong decoder, reading comprehension remained a challenge. Through Visualizing and Verbalizing® instruction, his comprehension scores soared—and he’s now making substantial progress in math. Discover how personalized, sensory-cognitive instruction helped him gain the skills and confidence to thrive academically. 👉 Listen now at the link in bio, @lindamoodbellofficial.

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At Lindamood-Bell, our support doesn’t end on the last day of instruction. Families who have previously attended are invited to schedule a School Year Checkup, a dedicated time to reflect on progress and realign as academic demands change. Each Checkup includes: • A conversation about school progress • A complimentary Learning Ability Evaluation • Clear insights and next steps, if needed The School Year Checkup is an exclusive benefit for past Learning Center families. New to Lindamood-Bell? Explore how our personalized instruction can support your child’s learning. Follow the link in bio, @lindamoodbellofficial.

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It’s a great time to plan professional development for your school district. Book a Lindamood-Bell inservice workshop by March 15 and save 20% per attendee (minimum 10 participants). Workshops can be scheduled through December 18, 2026. Practical, classroom-ready training for: • Early literacy and math • Students with dyslexia and other learning disabilities • Struggling readers Give your team research-based tools they can use right away. Learn more at the link in bio, @lindamoodbellofficial.

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If your child has dyslexia, accommodations may help them get through the school day. But what about building real reading skills? Our latest blog explores common school accommodations and why developing sensory-cognitive skills is essential for independent reading. 🔗 Read the full article at the link in bio, @lindamoodbellofficial.

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Start 2026 Strong with Workshop Savings ✨ Kick off the year with special pricing on Lindamood-Bell for Schools professional development, aligned with the Science of Reading. ✔ Save 25% when you bring a colleague or bundle workshops ✔ Group inservice training discounts up to 25% available Use code HELLO26BOGO ⏰ Offers end January 31, 2026. 👉 View the workshop schedule and reserve your spot. 🔗 Link in bio @lindamoodbellofficial

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✨ Experience the Lindamood-Bell Academy Difference! 📅 Jan 12–16 | Academy Week See firsthand how we help students build their learning ability while thriving in a full academic curriculum. 🎓 Special Enrollment Offer available! Tap the link in our bio @lindamoodbellofficial to learn more.

📚 Teaching students to connect language with imagery strengthens reading skills and comprehension.

At Lindamood-Bell, our approach is grounded in Dual Coding Theory (DCT), a cognitive framework explaining how the brain processes information. Our founders’ programs, including Seeing Stars for reading and spelling and Visualizing and Verbalizing for comprehension and critical thinking, apply these principles through sensory-cognitive instruction.

✨ See how our approach translates into classroom practice and the real results it produces for students.
Read the full article - tap the link in our bio, @lindamoodbellofficial.

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📚 Teaching students to connect language with imagery strengthens reading skills and comprehension. At Lindamood-Bell, our approach is grounded in Dual Coding Theory (DCT), a cognitive framework explaining how the brain processes information. Our founders’ programs, including Seeing Stars for reading and spelling and Visualizing and Verbalizing for comprehension and critical thinking, apply these principles through sensory-cognitive instruction. ✨ See how our approach translates into classroom practice and the real results it produces for students. Read the full article - tap the link in our bio, @lindamoodbellofficial.

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✨ Learn how personalized support at Lindamood-Bell can strengthen the foundational skills your child needs to succeed in school and beyond.
Tap the link in our bio, @lindamoodbellofficial.

Open post by lindamoodbellofficial with ID 17989845278864175
📖 Want to help your child build strong reading skills from the very start? Our latest blog, Developing Early Literacy Skills: A Parent’s Guide to Supporting Young Readers, shares practical tips for nurturing language, decoding, and comprehension at home. Discover how everyday reading and playful activities can spark curiosity and confidence. ✨ Learn how personalized support at Lindamood-Bell can strengthen the foundational skills your child needs to succeed in school and beyond. Tap the link in our bio, @lindamoodbellofficial.
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