Truch, S. 1994. Annals of Dyslexia 44.
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.
Phonemic Awareness Instruction: Contribution of Articulatory Segmentation to Novice Beginners’ Reading and Spelling
Castiglioni-Spalten, M., and L. C. Ehri. 2003. Scientific Studies of Reading 7 (1):25-52.
Reading Intervention Outcomes for Adults With Disabilities in a Vocational Rehabilitation Setting: Results of a 3-Year Research and Demonstration Grant.
Vanderberg, Laura E., Margaret E. Pierce, and Laurel J. Disney. 2011. Rehabilitation Counseling Bulletin 54 (4):210-222.
Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
Johnson-Glenberg, Mina C. 2000. Journal of Educational Psychology 92 (4):772-782.
Wise, B. W., J. Ring, and R. K. Olson. 1999. Journal of Experimental Child Psychology 72:271-304.
Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities
Kennedy, Karen M., and Joan Backman. 1993. Learning Disabilities Research & Practice 8 (4):253-259.
Wise, B. W., J. Ring, and R. K. Olson. 2000. Journal of Experimental Child Psychology 77 (3):197-235.
McIntyre, Laureen, Susan Protz, and Lynn McQuarrie. 2008. Developmental Disabilities Bulletin 36 (1 & 2):18-48.
Fayez, Orchida, and Ghada Hor. 2009. “Verbalization and Visualization Process and Its Applicability in EFL.” International Journal of Humanities 7 (8):33-42.
Computer-Based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Posttraining Development of Word Recognition
Olson, Richard K., Barbara Wise, Jerry Ring, and Mina Johnson. 1997. Scientific Studies of Reading 1 (3):235-253.