Learning difficulties: Symptoms, causes, and solutions
From the Proceedings of the Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Education Needs Conference in Portugal, Lindamood-Bell Learning Processes (LBLP) presented a meta-analysis based on clinical literacy research from its Learning Centers across the United States. The second study was for a School Turnaround reform study in Colorado’s high-poverty, high-minority school district. The aim was to systematically improve the literacy rate for 3rd, 4th, and 5th-grade children, researching processes to understand better the symptoms and causes and literacy intervention to address specific sensory-cognitive language-based learning difficulties.
Two separate analyses of the sensory-cognitive programs were conducted on students with learning disabilities (see analyses results above). One addressed decoding deficits using the Seeing Stars program, resulting in large effect sizes in four of five outcome measures. The other addressed comprehension deficits using the Visualizing and Verbalizing program, resulting in medium effect sizes in three of four outcome measures. Secondly, LBLP selectively implemented the same sensory cognitive interventions and model within the Colorado school system’s public education context. Of the six schools involved in the
study across the state, one school, Haskin, implemented LBLP’s sensory-cognitive programs. It significantly outperformed the other five schools, which were using different interventions. The Colorado State Language Arts Assessment (2010-2013) results are below.
Bartholomew, Zoee. Integrated Adaptive Skills Program Model (IASP). In Faculty Authored Books and Book Contributions, no. 180, 122–126. 2014.
https://scholar.dominican.edu/books/180.
