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Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities

Kennedy, K. M. & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities Research & Practice, 8, 253-259. Retrieved from https://eric.ed.gov/?id=EJ477585

Abstract
10 students (aged 11–17 yrs) with severe learning disabilities (SLD) who received the Auditory Discrimination in Depth Program (the Lindamood program) on an intensive basis, in addition to a comprehensive remedial program, were matched for Verbal IQ, chronological age, reading, spelling, and phonological awareness abilities with 10 other students with SLD who also received the comprehensive remedial program but not the Lindamood program component. Progress in reading, spelling, use of phonetic principles in spelling of real and nonwords, and phonetic reading of nonwords were documented in December and May. Greater gains in phonological awareness and phonetic spelling strategies were noted for the Lindamood program Ss when beginning and end of the year scores were compared. Standardized reading and spelling measures improved for both groups over the year but were not significantly greater for the Lindamood program group.

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