Stimulating Basic Reading Processes Using Auditory Discrimination in Depth
Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60-80. doi:10.1007/BF02648155
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.
Computer-Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60, 40-56. doi:10.1007/s11881-009-0032-y
Expanding Access, Knowledge, and Participation for Learning Disabled Young Adults with Low Literacy
Shaw, D. M., & Disney, L. J. (2012). Expanding access, knowledge, and participation for learning disabled young adults with low literacy. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1(3), 148-160. Retrieved from https://eric.ed.gov/?id=EJ1002272
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
Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies. Journal of Educational Psychology, 92, 772-782. https://psycnet.apa.org/doi/10.1037/0022-0663.92.4.772
“Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism
Bednarz, H. M., Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). “Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism. Brain and Language, 169, 39-47. https://doi.org/10.1016/j.bandl.2017.01.002
Changes in intrinsic local connectivity after reading intervention in children with autism (2017)
Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). Changes in intrinsic local connectivity after reading intervention in children with autism. Brain and Language, 175, 11-17. doi:10.1016/j.bandl.2017.08.008
Sensitive periods for white matter plasticity and reading intervention
Yeatman, J.D. & Huber, E. (2019, January 8). Sensitive periods for white matter plasticity and reading intervention. Preprint doi:10.1101/346759
Phonological Awareness Training and Remediation of Analytic Decoding Deficits in a Group of Severe Dyslexics
Alexander, A. W., Andersen, H. G., Heilman, P. C., Voeller, K. K. S., & Torgesen, J. K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206. https://doi.org/10.1007/BF02648086 The goal of the present study was to evaluate the effectiveness of the Auditory Discrimination in…
Individual differences in response to early interventions in reading: The lingering problem of treatment resisters.
Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15 (1), 55-64. doi:10.1207/SLDRP1501_6 Summary In this article, studies are reviewed that we designed to improve the early reading skills of students with reading disabilities. The challenge of effectively designing interventions…
