All posts by Erin Bell

Is Reading a Challenge? This Can Really Help.

Some students can understand easily when someone else is reading or while listening to books on tape. But when they read themselves, they complain that it’s boring, or that it takes too long, often leading to high levels of frustration and angst for both parents and students.

Students who have a hard time with reading often have a weakness in their ability to hold on to patterns of letters in their mind’s eye. For example, they may read “answer” as “an-swer” instead of “anser” or “knife” as “k-nife” instead of “nife.” This can occur when a student has weakness in symbol imagery – the ability to visually image the letters in words. Here’s an excerpt from Nanci Bell’s book, Seeing Stars, to help you further understand symbol imagery’s role in the reading process:

Sitting in the living room in front of the fire, school work piled around me. I heard my mother coming into the hall, then heading for the stairs. Now was a good time to ask her; then I wouldn’t have to look it up in the dictionary. She can spell anything.

“Mom, how do you spell “tomorrow?”

Her footsteps never missed a beat, she rattled off some sort of rapid, foreign speech, “TEEOHEMOHDOUBLEAUROHDOUBLEYOU.”

Eyes blinking and searching the universe for some sense, I said, “WHAT?”

As she crested the top of the stairs, Martian speech came at me again, “TEEOHEMOHDOUBLEAUROHDOUBLEYOU.”

Panicking, I yelled, “Wait Mom, I can’t get that. What did you say? T what?”

Footsteps came to a stop. I could picture her red hair and pretty-but-determined face as she turned toward me. “Listen Nanci. Pay attention.”

Why did I have to ask? Then in somewhat slower speech, I heard a careful, slightly impatient, “TEE-OH-EM-OH-DOUBLEAUR-OH-DOUBLEYOU.”

The haze starting to clear, images started to form, the Martian speech suddenly converted to my language. Oh, she meant T-O-M-O, but what was that letter coming after O? What is a DOUBLEAUR? Is it like a W? Then, I got it. Perception occurred. The haze was gone. Lucidity at last! She was saying a double R! Two R’s! Then an O. Then a W. T-O-M-O-R-R-O-W. I saw it.

Quickly I wrote it down before I lost it. Regaining my intellectual status with my mother suddenly became very important. “T-O-M-O-R-R-O-W. Thanks Mom, I have it.”

Unfortunately her footsteps didn’t become fainter, instead they started coming back down stairs. Uh-oh. In the hall, now the living room. Head down, Nanci. Keep your head down.

She was standing over me. “Nanci, how are you doing in spelling?”

Quick response, Nanci. Be confident. Fourth grade is easy. Show no fear or the lecture will start again. Why did I have to ask her for help? What was I thinking? “Fine Mom. I get A’s all the time. Hundreds. Every test. It’s easy for me.”

Too late, here it came. “Well, if they’d go back to teaching phonics in school, and doing spelling bees, kids wouldn’t have problems learning to read and spell. When I was in school, we had to learn the sounds for the letters, and that helped us sound out words, but we also did spelling bees. That’s why I can spell so well. Kids didn’t have problems learning to read and spell like they do now. Why don’t you have to do spelling bees anymore?”

“Uh, I don’t know Mom.” Head down. Keep your head down.

Undaunted, she continued in her usual passionate way. “Listen to me Nanci, we have to do spelling bees. We learned to sound out words and we also learned to see the words in our head. I just can’t understand why they don’t do that anymore.”

Vowing never, ever, to ask her to spell a word for me again, I muttered, “I don’t know Mom. I’ll never ask her again. I swear I’ll look it up. I swear.

I could feel her waiting for more, looking up at her, seeing her intensity, I sputtered, “We just don’t do that, Mom. But, I can sound out words.” (I had taught myself “phonics” by noting that certain letters in certain words seems to make certain sounds.) Please let this be over.

Sighing, she stayed for a few more seconds, then gave up and headed for the stairs to resume her mom-mission.

Never. I would never ask her again. Anyhow, I can never really understand her. Just yesterday I asked her how to spell the word necessary. Her response was a rapid N-E-C-E-double-S-A-R-Y. How does she get those letters out of her mouth that fast? And why can’t I get them in my head at the same rate that she says them? And, for heaven’s sake, why can’t I get that double thing she does? What a mystery.

Oh well, I’ll think about this tomorrow.

And she really did think about this again and again and again! It has become a passion of Nanci’s to educate people about the imperative need for and the use of symbol imagery in the reading process!

Click the link below to learnScreen Shot 2015-09-23 at 4.27.48 PM more about symbol imagery.

https://lindamoodbell.com/program/seeing-stars-program

Learning is Always in Style:

Learning is Always in Style:
Reading and Comprehension Help for Your Unique Child!

in-2Like every back-to-school season, many educators have contacted us recently in search of strategies for one or more of their students who is already struggling with schoolwork.

Families who homeschool are no different in this regard. In fact, many have chosen to homeschool because of a learning or attention issue. The homeschool environment provides a safe place to learn and a differentiated curriculum, free from distraction.

Unfortunately, these benefits can be overshadowed when a student’s reading and comprehension skills prevent them from accessing curriculum.

Since 1986, Lindamood-Bell has taught over 30,000 students in both school and clinical settings.

Check out our results with students, including those who have been previously identified as gifted or diagnosed with a learning difficulty. Our experience and results have taught us the following:

While individuals have differences, the processes needed for reading are not different. The weaknesses that are affecting school can be identified and strengthened.

We believe that all individuals can learn to read and comprehend to their potential.

Learn more about how we can help with your homeschool instruction here.

“This is BORING!”: The #1 reason kids say this (It’s not what you think!)

“This is BORING!”: The #1 reason kids say this (It’s not what you think!)

MomSonIf you are looking for ideas for “engaging topics” you may want to stop reading. Really. This article is for the homeschool teachers who have excellent materials and ideas but are still experiencing frustration over kids who “hate reading,” and seem to not put in the effort, kids who always say,  “This is BORING!”

If this is a challenge in your homeschool classroom, you may relate to the story of first-year homeschool mom, Anna, and her 7th grader, Jason:

Anna had planned a unit around Jason’s favorite place: the local skate park. Skate Park Week would be differentiated (one-on-one!), hands-on and engaging. The physics experiments, social studies projects and language arts assignments she planned would address academics naturally—the opposite of the desk work Jason struggled with last year.

Tony Hawk: The Autobiography, should have been the perfect pick. The reading level was definitely not an issue. Starting in kindergarten, Jason was considered a gifted reader, well past his peers. Unfortunately, he had become less enthusiastic about reading over the years. Everything was “boring,” and he struggled to stay on task. Teachers often noted his ability to pay attention during activities that captured his interest. In a homeschool setting, individualized material was now possible.

Anna had Jason read from the first chapter:

“Skating also taught me the meaning of focus and perseverance. One time at Del Mar when I was trying to learn a new trick, I set it up with an easy trick called a 50-50. It was simple; I just needed to grind both my trucks on the edge of the concrete bowl. I had done it thousands of times before. I could do it in my sleep. This time, though, I got stuck on the edge and started to fall. I put my hands in front of my face to protect it, but unfortunately, it was too late. My face bounced off the concrete. My mouth was full of blood.”

Before Anna could start the writing lesson, she was stopped in her tracks with: “This is BORING!”  

What?!

Jason could decode and define “perseverance.” And as an aside, he could execute a 50-50 himself. What could be the problem?

Most reading experts agree on one thing: In order to comprehend what they read, students must have strong decoding skills and adequate oral vocabulary. In other words, a child must be able accurately decode every word on the page, and know what all of the words mean.

Unfortunately, many students who can decode well and understand words still have weak comprehension. What is the missing piece for these students?

Those of us who love books are visualizing the story. We make “movies” when we read. The words turn into pictures and we remember those images.  However, there are individual differences in student’s abilities to visualize concepts when they read.

So Jason, though reading accurately, is processing the words, or parts, rather than the whole. He is not “seeing” the story. So of course: “This is BORING!”

The good news is that the imagery-language connection can be developed. Asking a student “what did those words make you picture?” is a great start, directly stimulating this vital skill.

Learn more about Concept Imagery

A New Study About Mental Images

For more than thirty years, Lindamood-Bell co-founder Nanci Bell has been working to educate parents, education professionals, and researchers about what she identified as concept imagery ability.

Published in 1986, her book Visualizing and Verbalizing for Language Comprehension and Thinking discusses concept imagery ability, and concept imagery weakness, a condition that scientists are recently terming aphantasia.

Visualizing and Verbalizing details how to recognize symptoms of concept imagery weakness, and describes how to teach people who have the condition how to make mental images.

Researchers from the University of Exeter in England studied the condition. Click below to watch the BBC report.

http://www.bbc.com/news/health-34039054

Screen Shot 2015-08-26 at 12.03.46 PM

Back to School Tips

“Next Year is Going to be Different!” 

Top 4 areas to tackle before school starts.

Like most families, yours may have been thankful for summer breaka reprieve from the school year’s relentless schedule of project deadlines, events, and class obligations. By the end of the year, you may have even identified a few habits and patterns that were working against your family’s success. Perhaps you decided,  “Next year is going to be different!”

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Hold a brief family meeting to kick start your effort. Work together to identify last year’s “pain points.” Your family’s list might include items like:  “too much homework on Sunday nights”, “always late for first period”, or, “arguments about screen time.” Notice that parents and children often agree on what’s not working.  Recognizing we share the same goals can make a difference for keeping it positive.

Once you’ve chosen the areas to improve, make your plan for how you’ll all get there. Let’s say you are working on changing “always late for first period.” To create your improvement plan, you’ll identify what is slowing down your family (long showers? getting out of bed too late? too much time fussing about clothes? too groggy in the morning? completing homework in the morning?) To improve your family’s habits, you’ll likely be addressing one or more of the following areas: health, study skills, extra-curricular activities, and chores.

Enjoy this common-sense list for families to consider for a calmer, less chaotic household:

Healthy Habits

  • depoEnsure nourishing meals, perhaps by having your child help with a weekly menu.
  • Add physical activity to the week if extra curricular activities don’t already suffice.
  • Plan for downtime activities which could include recreational reading, listening to music, communicating with friends, or watching a TV show.
  • The recommended screen time for your child’s age group will help establish healthy limits. You and your child can research this data, calculate the appropriate amount of time for his/her age. Have him/her suggest a time of day it could fit in a daily schedule.

Study Skills

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  • Establish a fresh backpack and binder organization plan.
  • Use a calendar system for remembering deadlines and scheduling homework.
  • Create a distraction-free homework zone.
  • Plan for support (e.g. who will be monitoring homework during the week?)

Extra-Curricular Activities

  • Identify interests and passions and make them a priority.
  • Plan for schedule and transportation needs.

Chores

  • rightabEstablish age-appropriate responsibilities.
  • Develop a daily and weekly chore schedule. Allowing your child to choose among a few tasks ahead of time can be effective.

Have fun matching up your target areas for change with the solutions that will work for your family.  Solutions might be simple, such as going to sleep earlier. Or, an issue may require a bigger change, like creating a functional, age-appropriate calendar system for homework and project planning. Tackle one issue at a time, together, and next year really can be different!

 

UAB Study: Improved Reading and Brain Activity Following Visualizing and Verbalizing Instruction

Lindamood-Bell Press Release

Study Cites Improved Reading and Brain Activity in Children with Autism Following Visualizing and Verbalizing® Instruction

A new study released by the University of Alabama aprograms-img-1t Birmingham (UAB), in which a group of children with autism spectrum disorder (ASD) received 10 weeks of intensive instruction utilizing the Visualizing and Verbalizing for Language Comprehension and Thinking® program, found that the instruction “was enough to strengthen the activity of loosely connected areas of their brains that work together to comprehend reading.” The children’s reading comprehension also improved.

Three groups of children with ASD were studied: 1) the experimental group of children with ASD, 2) a wait-list control group of children with ASD, and 3) a control group of typically developing children. The study revealed, through Functional Magnetic Resonance Imaging (fMRI), widespread changes in functional connectivity of the brain’s reading network as a result of intervention in children with ASD. These findings add new evidence of the ability to alter function of young brains in children with ASD. In addition, the findings support the use of specialized sensory-cognitive intervention to boost the memory and comprehension of children with ASD.

The children received intensive instruction 4 hours per day, 5 days per week, for 10 weeks, of the Visualizing and Verbalizing program, authored by Lindamood-Bell Learning Processes co-founder Nanci Bell. The program develops concept imagery—the ability to create an imaged whole from language—as a basis for comprehension, critical thinking, and memory. The intensive intervention was administered at the Lindamood-Bell Learning Center nearest each of the children.

UAB Study on Children with Autism: Improved Reading and Brain Activity, Utilized Lindamood-Bell Instruction

University of Alabama at Birmingham press release

 

Autistic children improved reading and brain activity after 10-week reading intervention

Ten weeks of intensive reading intervention for children with autism spectrum disorder was enough to strengthen the activity of loosely connected areas of their brains that work together to comprehend reading, University of Alabama at Birmingham researchers have found. At the same time, the reading comprehension of those 13 children, whose average age was 10.9 years, also improved.

“This study is the first to do reading intervention with ASD children using brain imaging techniques, and the findings reflect the plasticity of the brain,” said Rajesh Kana, Ph.D., associate professor of psychology in the UAB College of Arts and Sciences and the senior author on this paper. “Some parents think, if their child is 8 or 10 years old when diagnosed, the game is lost. What I stress constantly is the importance of intervention, and the magic of intervention, on the brain in general and brain connectivity in particular.”

rajesh kanaRajesh Kana

Families taking part in the study received the intensive intervention — which was four hours a day, five days a week, for a total of 200 hours of face-to-face instruction — free of charge, says Kana.

It is well-known that children with ASD have decreased connectivity between certain areas of the brain’s reading network, as compared with typically developing children. The children with ASD who received the 10-week reading intervention in Kana’s study improved their reading comprehension by modulating their brain function. They showed increased activation of the brain regions involved in language and visual/spatial processing in the left hemisphere of the brain — where language abilities reside — and also compensatory recruitment of some regions in the right hemisphere and regions of the brain beneath the outermost cortex.

Moreover, the amount of increased brain activation and functional connectivity of two core language areas — the left middle temporal gyrus and the left inferior frontal gyrus (which includes Broca’s area that enables a person to speak words) — correlated with the amount of improvement in reading comprehension for the intervention group of children with ASD.

“The ASD brain processing after intervention looks richer, with visual, semantic and motor coding that is reflected by more active visual activity and involvement of the motor areas,” Kana said.

kana brain smallClick to enlarge.

Change in functional connectivity for the experimental group of autism spectrum disorder participants as a result of the reading intervention. The functional connectivity of the Broca’s area with the rest of the brain and the change in connectivity from pre-to-post intervention during resting state show statistically significant changes in connectivity in the left hemisphere. The scale (right) represents significance in terms of T threshold.Altogether, these results support the use of specialized intervention for children with ASD to boost their higher-order learning skills, and they add to the growing evidence of the plasticity (ability to alter function) of the young brains in children with ASD. The translational neuroimaging in this study increases the understanding of established neural networks in children with ASD, and this knowledge will help develop future targeted behavioral interventions.

Control groups of matched typically developing children and children with ASD — both of whom did not receive reading intervention during the study period — showed no significant changes in connectivity in their brains or in reading comprehension at 10 weeks.

The Lindamood-Bell reading intervention used in the study teaches children to form concept images when they read and hear language. Such nonverbal sensory input can help develop the imagery-language connection in the brain, and it improves oral and reading comprehension, establishes vocabulary, and develops higher-order thinking skills. The intervention — called Visualizing and Verbalizing for Language Comprehension and Thinking — was administered at one of the 61 Lindamood-Bell Learning Centers nearest the families of the children with ASD. During the 10-week intervention, children with ASD get one-on-one instruction in a distraction-free setting, four hours a day, five days a week.

“People with autism are relatively better at visual/spatial processing,” Kana said. “The intervention facilitates the use of such strengths to ultimately improve language comprehension.”

The tool for collecting brain connectivity data is functional magnetic resonance imaging. The fMRI machine detected areas of the brain that were active by increased blood flow as the children performed a sentence comprehension task — answering whether a sentence was true or false. Since the intervention focused on using image concepts, the study used both high-imagery sentences, such as “An H on top of an H on top of another H looks like a ladder,” and low-imagery sentences, such as “Addition, subtraction and multiplication are all math skills.” Different parts of the brain in the intervention group showed increased activity or connectivity in response to the two types of questions.

murdaughDonna Murdaugh

Modern brain science recognizes that distinct areas of the brain have different, specialized functions — in computer terms, the brain functions through distributed processing. Two of the most famous of these distinct areas are Broca’s area, in the left frontal lobe, and Wernicke’s area, located where the left temporal lobe of the brain meets the parietal and occipital lobes. People with a stroke in Broca’s area can understand words, but they cannot speak; people with a stroke in Wernicke’s area can form words, but they cannot understand language.

In addition to the task-based fMRI, the UAB researchers used a different approach on the same groups of children — resting-state fMRI. This protocol looks at specific areas of the brain to see if those areas show activity during short time segments while the child simply rests inside the fMRI machine. That correlation in time is a measure of connectivity. The 16 children with ASD who received the 10-week reading intervention and completed the resting-state fMRI study had greater functional connectivity of Broca’s and Wernicke’s areas, as compared with their brains before the intervention. They also had greater connectivity between either the Broca’s area or the Wernicke’s area to the other parts of the brain that are recruited to compensate for the ASD underconnectivity. Furthermore, the strength of those connections correlated with the amount of reading comprehension improvement in the children who received reading intervention.

“By examining the reading network either during rest or during an active task, we get the opportunity to examine the same network under different levels of cognitive/linguistic demand,” said Kana. “This provides not only the basic spontaneous fluctuations of the reading network, but also how the network behaves under task demand.”

All of the children in the studies had reading tests, verbal IQ tests and fMRI at week 0 and week 10. The experimental children with ASD were given the reading intervention between those two test dates. The 13 children with ASD who were controls received their free reading intervention after the tests and neuroimaging were completed at 10 weeks.

Families were recruited across Alabama through support groups and clinics, and elsewhere in the United States through Lindamood-Bell Learning Centers. Out-of-state families came to Birmingham from the cities of Philadelphia, Houston, Chicago and Boston, and from elsewhere in Georgia, Minnesota, California, Hawaii, New Jersey and Florida for the tests and imaging. Each family had to stay at UAB for two days during the pre- and post-intervention studies.

The subjects in the study with ASD were high-functioning children who could read aloud well but had poor comprehension. To help the young children adjust before the neuroimaging, the researchers showed them the fMRI machine, let them lie in it and played the sounds the machine would make. On scanning day, the machine was decorated with colorful stickers to look like a toy, and the child was tucked in with a Mickey Mouse blanket.

The task-based study, “The Impact of Reading Intervention on Brain Responses Underlying Language in Children with Autism,” is published online in advance of print in the journal Autism Research. Co-authors are Donna Murdaugh, Ph.D., who did her graduate work at UAB and is now at Emory University School of Medicine, and Hrishikesh Deshpande, Department of Radiology, UAB School of Medicine.

The resting-state study, “Changes in Intrinsic Connectivity of the Brain’s Reading Network following Intervention in Children with Autism,” is published online in advance of print in the journal Human Brain Mapping. Co-authors are Murdaugh and Jose Maximo,UAB Department of Psychology.