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Research Articles

 
 

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.

Phonological Awareness Intervention: Comparison of Fast ForWord, Earobics, and LiPS

Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: comp;arison of Fast ForWord, Earobics, and LiPS. The Journal of Educational Research, 93(3), 147-157. https://doi.org/10.3200/JOER.97.3.147-158 Researchers have found that training in phonemic awareness (PA), a fundamental element for reading acquisition, is effective in varying degrees, depending on characteristics of the audience….

Genes, environment, and dyslexia: the 2005 Norman Geschwind Memorial Lecture.

Olson, R. K. (2006). Genes, environment, and dyslexia: the 2005 Norman Geschwind Memorial Lecture. Annals of Dyslexia, 56(2), 205-238. https://doi.org/10.1007/s11881-006-0010-6 This article presents an overview of some methods and results from our continuing  studies of genetic and environmental influences on dyslexia, and on individual differences across the normal range that have been conducted over the…

Exploring the potential of LiPS instruction for beginning readers

McIntyre, L., Protz, S., & McQuarrie, L. (2008). Exploring the potential of LiPS instruction for beginning readers. Developmental Disabilities Bulletin, 36:1&2, 18-48. https://dascentre.educ.ualberta.ca/ The purpose of this study was to determine if phonemic awareness skills improved for first grade students classified as at‐risk whose teachers used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood,…

Development of Phonological and Orthographic Skill: A 2- Year Longitudinal Study of Dyslexic Children

Manis, F. R., Custodio, R., & Szeszulski, P. A. (1993). Development of phonological and orthographic skill: A 2-year longitudinal study of dyslexic children. Journal of Experimental Child Psychology, 56(1), 64–86. https://doi.org/10.1006/jecp.1993.1026 Twenty-one dyslexic children, ages 9-15, were administered a battery of tests on two occasions separated by 2 years to assess the development of word recognition and…

Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students With Imagery Deficit

Wang, L., & Li, J. (2019). Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students with Imagery Deficit. Journal of Educational Computing Research, 57(1), 170-200. Doi: 10.1177/0735633117746748 This study describes the development of an innovative multimedia application and examines teacher perceptions of its usefulness in assisting students with imagery deficit to…

Current Efficacy Research for the Visualizing and Verbalizing® Program (V/V)

The Visualizing and Verbalizing® (V/V®) program develops concept imagery – the ability to create mental representations from language – as a basis for comprehension and higher order thinking. V/V is based on the tenets of Dual Coding Theory, which states that cognition requires an interplay between two systems—a verbal system specialized for language, and a…

Toward a Unified Theory of Reading

Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11(4), 337-356. doi: 10.1080/10888430701530714 Despite nearly 40 years of scientific theorizing about reading, the field remains fragmented with little progress toward unification. In this article, we (a) emphasize the privileged position of unified theories in all science, (b) compare…

Training Phonological Awareness with and without Explicit Attention to Articulation

Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304. https://doi.org/10.1006/jecp.1999.2490 One hundred twenty-two second- to fifth-grade (7- to 11-year-old) children with reading difficulties studied phonological awareness with or without explicit attention to articulation and with or without…

Socioeconomic dissociations in the neural and cognitive bases of reading disorders

Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown  whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD)  such as dyslexia, the most prevalent learning disability. SES-diverse 6–9-year-old children (n = 155, half with  RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging…

Reading comprehension improvement in autism

Beckerson M, Paisley C, Murdaugh D, Holm H, Lemelman A, Spencer A, O’Kelley S and Kana R (2024) Reading comprehension improvement in autism. Front. Psychiatry 15:1292018. doi: 10.3389/fpsyt.2024.1292018  A subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the discrepant poor comprehender reading profile). Prior research suggests the Visualizing and Verbalizing…

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