Wise, B. W., J. Ring, and R. K. Olson. 2000. Journal of Experimental Child Psychology 77 (3):197-235.
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.
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. 1999. Journal of Experimental Child Psychology 72:271-304.
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.
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.
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.
Truch, S. 1994. Annals of Dyslexia 44.
4 Approaches to Comprehension Instruction for Students with Literacy Problems at the High School Level
Brennan, Stephanie, and G. L. Robinson. 1998. Australian Journal of Learning Disabilities 3 (4):12-19.
Preventing Reading Failure in Young Children with Phonological Processing Disabilities: Group and Individual Responses to Instruction
Torgesen, Joseph K., Richard K. Wagner, Carol A. Rashotte, Elaine Rose, Patricia Lindamood, Tim Conway, and Cyndi Garvan. 1999. Journal of Educational Psychology 91 (4):579-593.
Phonological Awareness Training and Remediation of Analytic Decoding Deficits in a Group of Severe Dyslexics
Alexander, Ann W., Helen G. Andersen, Patricia C. Heilman, Kytja S. Voeller, and Joseph K. Torgesen. 1991. Annals of Dyslexia 41 (1):193-206.