All posts by Julie Gisbon

The Science of Learning | Lindamood-Bell’s Approach to the Science of Reading

For Schools, Professional Development, Reading, , ,

The Science of Reading and Lindamood-Bell

The Science of Learning

Lindamood-Bell goes beyond the Science of Reading by incorporating the Cognitive Science of Learning, embracing the brain-based codes of learning beyond written language. Our approach emphasizes sensory-cognitive skills—symbol imagery (orthographic processing) and concept imagery (mental representations)—essential for decoding, fluency, and oral and written language comprehension. Though overlooked in the Science of Reading, these skills are crucial for developing lifelong learners, not just readers.

Since 1986, Lindamood-Bell has led evidence-based instruction for early literacy, struggling readers, and students with learning challenges such as dyslexia, dyscalculia, and memory and language comprehension deficits, including autism. While some of our methods align with the Science of Reading, our unique focus on sensory-cognitive skills provides a crucial foundation for improving reading fluency and comprehension.

 

Enhancing the Science of Reading: Exploring the Science of Learning and Sensory-Cognitive Functions

The Science of Learning methods

The “Science of Reading” (SoR) has been adopted by most reading programs and is legislated in the majority of states. Although ongoing literacy reform initiatives, using the SoR as the basis for improving reading, encompass some fundamental findings of peer-reviewed research, they are inadequate for what is necessary to learn how to read, particularly for those who struggle the most with reading. Current research in the cognitive sciences offers a more robust evidence-based science, including a new theoretical model that includes reading, and literacy, within the larger framework of learning.

 

The Cognitive Science of Learning

 

While learning to decode entails integrating auditory (phonological), visual (orthographic), and language (linguistic) modalities, there is a more comprehensive set of cognitive processes using mental representations/multi-sensory imagery that is foundational for decoding, oral and written language comprehension, working memory, long-term memory, and metacognition. These additional processes are grounded in a second mental representational code, beyond just language, in the brain necessary for all learning, called Dual Coding Theory (DCT) (Paivio, 1971; Bell et al., 2003; McCallum et al., 2006; Kosslyn, 1994; Sadoski et al., 2012).

Lindamood-Bell’s approach to literacy instruction is based on a Cognitive Science of Learning, including the reading brain and its more formative sensory-cognitive processes. Recognizing that reading is based on utilizing the sensory codes in the brain necessary to learn has led to a deeper understanding of what it takes to learn to read. Learning to read is a crucial cognitive activity, and any reading approach must align with a theory of cognition (Sadoski & Willson, 2006). The SoR is based on the teaching or stimulation of a singular code, language, predominantly the teaching of phonics—learning to decode and encode. While teaching reading through stimulation of the component parts of language is necessary, it is not sufficient based on a large corpus of research in cognitive science. 

For proficient reading, these imaginal sensory-cognitive factors (Bell, 1991; Lindamood et al., 1997) underlie reading skills (e.g., letter-sound knowledge, phonics, orthography, fluency, vocabulary, comprehension). One crucial sensory-cognitive factor in the language code is phonological awareness, acknowledged as a fundamental skill for reading (National Reading Panel, 2000), largely due to the pioneering work in phonemic awareness instruction by Pat Lindamood, a co-founder of Lindamood-Bell.

Symbol imagery and concept imagery are two additional critical sensory-cognitive factors related to imagery, which significantly impact language, literacy, and learning abilities (Bell, 2007; Bell, 2013). Despite their importance, these factors are often crucially overlooked or assumed in instructional approaches for struggling readers. The significance of imagery in literacy skills, for both decoding and comprehension, is supported by the well-established DCT in general cognition (Sadoski et al., 2012; Sadoski & Krasny, 2018), which has implications for mental representations, memory, and metacognition.

While phonological awareness and phonics are essential, they alone are insufficient. Sensory-cognitive skills like symbol imagery and concept imagery should be addressed to help poor readers maximize their learning potential in reading. These skills should be explicitly developed in emerging readers (K-2) to establish strong reading foundations and reduce the likelihood of future reading difficulties. Extensive research supports this approach to literacy instruction.

 

How Sensory-Cognitive Instruction Expands on the Science of Reading

 

1. Comprehension: The SoR emphasizes the Simple View of Reading (Gough & Tunmer, 1986), focusing on word reading (decoding) and language skills linked to reading comprehension. However, many students struggle with separate comprehension/sensory-cognitive weaknesses despite adequate decoding and oral language skills (Duke & Cartwright, 2021). The Visualizing and Verbalizing® program addresses these weaknesses by developing processes like concept imagery, the mental representational code crucial for comprehension.

2. Orthographic and phonological processing: The SoR, often seen as a structured literacy approach, heavily emphasizes early decoding skills but underestimates the orthographic processing (symbol imagery) necessary for automatic word recognition and fluency. For comprehensive reading skills, the Seeing Stars® program focuses on developing symbol imagery as the foundation for phonological and orthographic processing, leading to reading automaticity.

3. Dyslexia: Many students with dyslexia struggle despite explicit instruction in phonemic awareness and phonics principles. While they may excel in sound discrimination and phonics rules, they often struggle with fluent reading, affecting comprehension. Sensory-cognitive instruction fills this gap, aiding struggling students in overcoming reading difficulties.

4. Intensive intervention: Most intervention models are not intensive enough and include unnecessary linguistic strategies and routines, often inefficient in accelerating reading skills. Our approach prioritizes intensity and focuses on sensory-cognitive skills to address the root cause(s) of poor reading, enhancing processing rates and bridging the reading gap.

Cascade for Reading

5. Cascade for Reading (Figure 1): The cascade model illustrates the interconnected parts of reading. Our approach explicitly and systematically develops sensory-cognitive processes and reading components tailored to individual student needs. Consciously integrating sensory input like imagery/mental representations distinguishes this approach, facilitating skill transfer and independence in reading.

 

Nanci Bell (2013), literacy expert, author, and co-founder of Lindamood-Bell, noted, “The complex skill of reading requires the integration and interplay of several component subskills of reading. It also requires an automatic, nearly unconscious performance of those subskills that is enabled by the activation of mental representations (imagery) at a conscious level. Bringing imagery to consciousness with explicit instructional methodology will profoundly improve literacy skills” (Bell, 2013, p. 49). 

 

Beyond the Science of Reading: The Cognitive Science of Learning and Dual Coding Theory

 

The limitations of the “Science of Reading” approach are evident, particularly in its narrow focus on decoding and language skills, overlooking crucial sensory-cognitive factors essential for comprehensive literacy development. The Cognitive Science of Learning, DCT, emphasizes the integration of sensory modalities and cognitive processes necessary for proficient reading. Sensory-cognitive factors such as phonological awareness, symbol imagery, and concept imagery play a pivotal role in literacy instruction, addressing the needs of struggling readers and creating a strong foundation for reading.

Nanci Bell’s insights underscore the significance of bringing imagery to consciousness through explicit instructional methodologies, leading to profound improvements in literacy skills. By expanding beyond the SoR and embracing DCT through the stimulation of sensory-cognitive functions, educators can better equip students with the essential skills for successful reading and comprehension.

Through targeted interventions like the Visualizing and Verbalizing® program and Seeing Stars® program, students can develop the necessary sensory-cognitive skills alongside traditional reading components, creating a holistic approach to literacy instruction. This comprehensive framework not only addresses the diverse needs of learners but also promotes lifelong literacy success.

Integrating a Cognitive Science of Learning that explicitly addresses Sensorimotor functions into literacy instruction marks a significant advancement in enhancing reading abilities. It paves the way for more inclusive and effective educational practices that promote literacy for all learners.

 

Resources for Educators

Science of Learning resources

At Lindamood-Bell, we offer professional development workshops in our approach, which is based on the cognitive science of learning and aligns with the Science of Reading and structured literacy. It is unique in its focus on the sensory-cognitive skill of imagery, often a critical missing component for struggling readers, as a basis for reading fluency and language comprehension. Educators may learn the steps of the programs authored by Lindamood-Bell’s founders:

Reading and Spelling Programs

Seeing Stars

Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling

Lindamood Phoneme Sequencing (LiPS)

Phonemic Awareness for Reading, Spelling, and Speech

Comprehension Programs

Visualizing and Verbalizing (VV)

Concept Imagery for Language Comprehension, Thinking, and Memory

Talkies

Foundational Development in Concept Imagery, Oral Language Comprehension, and Expression

 

A Teacher’s Perspective

Special Educator Sonya Bledsoe describes her experience using the Seeing Stars program with her students:

 

Explore our schedule of online professional development workshops or click here to schedule a brief consultation with a program expert.

We look forward to helping you provide evidence-based instruction that will help your students reach their full potential.

 

 

References

Bell, N. (1991). Gestalt imagery: A critical factor in language comprehension. Annals of Dyslexia, 41(1), 246–260. doi:10.1007/BF02648089

Bell, N. (2007). Visualizing and Verbalizing for Language Comprehension and Thinking (2nd edition) Gander Publishing.

Bell, N. (2013). Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling (2nd edition). Gander Publishing.

Bell, S. M., McCallum, R. S., & Cox, E. A. (2003). Toward a research-based assessment of dyslexia: using cognitive measures to identify reading disabilities. Journal of learning disabilities, 36(6), 505–516. https://doi.org/10.1177/00222194030360060201   

Duke, N.K., & Cartwright, K.B. (2021). The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Reading Research Quarterly, 56 (S1) pp. S25 -S44.  

Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104  

Kosslyn, S.M. (1994). Image and brain: The resolution of the imagery debate. The MIT Press. 

Lindamood, P. C., Bell, N., & Lindamood, P. D. (1997). Sensory-cognitive factors in the controversy over reading instruction. Journal of Developmental and Learning Disorders 1(1), 143-182. Retrieved from http://www.icdl.com/bookstore/icdl-publications/journal-of-development-and-learning

McCallum, R. S., Bell, S. M., Wood, M. S., Below, J. L., Choate, S. M., & McCane, S. J. (2006). What is the role of working memory in reading relative to the big three processing variables (orthography, phonology, and rapid naming)? Journal of Psychoeducational Assessment, 24(3), 243–259. https://doi.org/10.1177/0734282906287938 . 

National Reading Panel (US), National Institute of Child Health & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf  

Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.

Sadoski, M., & Krasny, K. A. (2018). Dual coding theory: An embodied theory of literacy. In D.E. Alvermann, N.J. Unrau, M. Sailors, & R.B. Ruddell (Eds.), Theoretical Models and Processes of Literacy (7th ed., pp. 161-177). Routledge.  

Sadoski, M., McTigue, E. M., & Paivio, A. (2012). A dual coding theoretical model of decoding in reading: Subsuming the Laberge and Samuels model. Reading Psychology, 33(5), 465-496. https://doi.org/10.1080/02702711.2011.557330  

Sadoski, M., & Willson, V. L. (2006). Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District. American Educational Research Journal, 43(1), 137-154. https://doi.org/10.3102/00028312043001137 

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for Research in Early Literacy. Guilford Press.

Summer Instruction to Help Your Child Reach Their Amazing Potential!

Instruction, Learning Centers

 

When pediatric neuropsychologist Dr. Boxer’s son struggled to learn how to read, Dr. Boxer and his wife enrolled their son in summer instruction at Lindamood-Bell. He says, “Everything changed after that…after the instruction, his reading took off.”

 

Watch their story:

 

Lindamood-Bell can provide your child with the right amount of effective, fun, evidence-based instruction that send them back to school with better skills and new confidence.

Save 10% on summer instruction when you enroll now.

It’s a great opportunity to give your child the support they need while making the most of summer learning.

 

Balance Learning and Fun This Summer

Every summer, we help kids of all ages and abilities catch up or get ahead in reading, comprehension, and math. We are uniquely prepared to help kids catch up and thrive—our instructional expertise and dynamic instruction set us apart! Students can achieve years of academic gain in a matter of weeks and can attend live-online or in person.

Proven effective for students with learning challenges

Our evidence-based instruction is proven effective for students with challenges that affect learning, including ADHD, dyslexia, and autism. 

Engaging Instruction

Our energetic instructors use strategies and incentives that keep students engaged throughout sessions. 

Spots are filling fast.

Get in Touch or call us now to learn more. 800-233-1819.

 

*Summer Savings valid for enrollments finalized by May 29, 2026. Requires enrollment of at least 100 sessions or the student’s recommended minimum. Must begin instruction by July 15th.

Technology, Screen Time, and Cognitive Development in Children

Instruction, Learning Centers, Learning Difficulties, , , , ,

Human Interaction vs. Technology in Learning

At Lindamood-Bell Learning Processes, our instructional model is deeply rooted in evidence showing the optimal ways children achieve cognitive development. Research increasingly supports the view that children develop language, literacy, and executive functions best through rich human interaction rather than excessive screen time. Our founders and long-time colleagues have championed this perspective for decades, emphasizing the importance of nurturing children’s brain development through direct human engagement.

 

Urgency of the Screen Time Debate

The conversation about technology, screen time, and their impact on children’s cognitive development has reached a pivotal moment in educational discourse. Recently, the second-largest school district in the country, Los Angeles Unified School District, announced it will scale back classroom screen use. Meta CEO Mark Zuckerberg testified in a landmark Los Angeles trial focusing on whether social media platforms are designed to be addictive and detrimental to children. The jury found Meta (Instagram/Facebook) and YouTube (Google) liable for designing addictive platforms that harmed a 20-year-old woman’s mental health. Concurrently, neuroscientist Dr. Jared Cooney Horvath’s congressional testimony has underscored the flawed defense that there is “no definitive evidence of harm.” He presents evidence such as Utah’s reversal of rising achievement scores following the introduction of digital tools in classrooms in 2014, a trend mirrored in national and international data. The documentary series Screenagers has highlighted these issues, sparking discussions in schools and communities nationwide about the need to reconsider screen time in the context of children’s brain development.

 

The Case for Sensory-Cognitive Stimulation Over Technology

Nanci Bell, co-founder of Lindamood-Bell Learning Processes, advocates for rich sensory-cognitive stimulation as the cornerstone for literacy and learning. Her work emphasizes that meaningful cognitive development is driven by rich, interactive instruction–not passive exposure to technology. While digital tools can support instruction, they cannot replace the essential human interactions that build imagery, language, and comprehension.  

This principle is embedded throughout the Lindamood-Bell instructional model, which prioritizes direct, responsive engagement aligned with the Socratic method in which instructors prompt students to think, visualize, and articulate their understanding. Through carefully sequenced questioning, students are not given answers but are led to construct meaning themselves through responding to their responses.  In this framework, technology is best positioned as a supplement—not a substitute. Enduring learning depends on active cognitive engagement, and that is most effectively cultivated through intentional, human-centered instruction

 

Insights from Developmental Neuropsychology

Dr. Jane Healy, a developmental neuropsychologist and a frequent speaker at past Lindamood-Bell Learning Processes’ Research Conferences, reinforces this view with her research. Her books Endangered Minds and Failure to Connect examine how modern media habits can disrupt the cognitive pathways essential for reading and critical thinking. Once considered a fringe position, her insights are now gaining mainstream attention as they are debated in courts and Congress, highlighting the potential implications of screen time on children’s brain development.

 

The Importance of Concept Imagery and Direct Instruction

Lindamood-Bell recognizes the importance of concept imagery, the brain’s ability to generate mental pictures from language. This skill is cultivated through auditory stimulation, storytelling, direct conversation, and reading. In contrast, screen-based activities offer pre-made images, bypassing the brain’s creative work. Passive screen consumption and gamified apps fail to nurture concept imagery, detracting from reading, storytelling, and language interaction, all vital for cognitive development in children.

 

Commitment to Human-Led Instruction

At Lindamood-Bell Learning Processes, we reject the notion of gamifying instruction or relying on educational technology as a replacement for direct, educator-led teaching. Our approach underscores the importance of the human relationship between instructor and student, fostering dynamic, responsive interaction that stimulates concept imagery and language development, far surpassing any app in nurturing brain development in children.

 

The Critical Role of Screen Time Management in Cognitive Development

We emphasize that parents and educators need to understand: screen time is not a neutral choice during crucial windows of early cognitive development. Limiting screen time and replacing it with activities such as reading aloud, storytelling, conversation, and direct instruction aligns with scientific evidence. This approach supports what Dr. Healy has long advocated, what researchers and filmmakers are conveying to the public, and what Lindamood-Bell Learning Processes has built its entire model upon. By managing screen time effectively, we can foster optimal brain development in children and support their cognitive growth.

 

Support for Learning at Lindamood-Bell

Our highly trained instructors use research-based techniques to develop the underlying skills necessary for learning success. Through one-to-one instruction, we address your child’s specific needs and help them reach their full potential.

At Lindamood-Bell, we are committed to providing the highest quality learning support. Our programs are proven to improve learning outcomes and help students regain their confidence in the classroom. Contact us to learn more or call 800-300-1818.

Lindamood-Bell Academy: Enroll Now for Special Savings

Academy, Specials

Lindamood-Bell Academy’s highly personalized approach is designed to meet the unique learning needs of each student. We develop the imagery-language foundation to help each student read, comprehend, and do math to their potential. 

Academy is an accredited California K-12 private school combining renowned, evidence-based instruction with a standards-aligned curriculum for maximum learning success. But it is our individualized, dynamic, and positive instruction that truly makes the difference for your child. Focusing on each student’s sensory-processing ability leads to successful learning and critical thinking. 

Shari, mother of an Academy student, said this about her son: “Lindamood-Bell Academy has given my child a future, and that is a gift. What they are doing here is giving Oliver the future he would not have otherwise. It makes me feel good as a parent because I know I’m doing the best that I can for him and that he is getting what he needs.”

Explore other stories about real students of the Academy here. There’s simply no other school like us or with our success rates!  

Enroll now for next school year and receive 25% off a month of tuition! 

*Academy enrollment must be completed by May 29th, 2026. Must enroll for the entire school year. The discount will be applied to the final month of tuition in May 2027.

Call 800-300-1818 to learn more or get in touch to enroll.

Raising a Reader: Tips to Make Your Child an Independent Reader

Learning Centers, Reading, , , , ,

Helping your child become an independent reader supports learning, confidence, and curiosity. At Lindamood-Bell, independence in reading means more than recognizing words. An independent reader understands what they read, monitors accuracy, and approaches text with purpose and a sense of joy. These abilities support success in school and life. This guide reflects Lindamood-Bell’s 40 years of experience working with students in our learning centers and school partnerships. We explain what reading independence means, why it matters, how families can support it at home, and when professional support may be helpful.

 

Understanding What It Means to Be an Independent Reader

Reading is an integration of processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension. During independent reading, a child selects text at an appropriate level and applies decoding, vocabulary knowledge, and comprehension skills to construct meaning. From a Lindamood-Bell perspective, independent reading relies on well-developed sensory-cognitive processes, including phonemic awareness, symbol imagery, and concept imagery. Phonemic awareness is the ability to perceive the identity, number, and sequence of sounds within words. Symbol Imagery (SI) is the ability to create mental imagery for sounds and letters within words. Concept Imagery (CI) is the ability to image a gestalt for oral and written language. When these processes are strong, students can decode unfamiliar words, retain information, and understand increasingly complex text.

 

Why Reading Independence Matters

The ability to read independently is closely linked to academic achievement. Students who read regularly encounter broader vocabulary, more sophisticated language structures, and diverse ideas. This exposure supports performance across subjects, including science, social studies, and mathematics. Independent reading also strengthens higher-level thinking. Students learn to make predictions, draw inferences, identify main ideas, and evaluate information. Just as importantly, independence fuels motivation. When reading feels not only manageable but also meaningful, children are more likely to read. Increased practice builds skills, and stronger skills build confidence.

Developing an independent, daily reading habit can lead to significant academic advantages. Teachers often recommend 20 minutes of reading daily as a simple yet powerful way to build these essential skills. The difference between reading regularly and skipping those 20 minutes may seem insignificant in the short term, but over time, the gap it creates in vocabulary, comprehension, and overall knowledge becomes vast.

Let’s take a look at the data:

 

Creating a Reading-Friendly Environment and Supporting Reading Independence at Home

A supportive home environment plays an important role in helping children become independent readers. Begin by creating a designated reading space that signals reading is a valued daily activity. Choose a quiet, comfortable area with good lighting and minimal distractions. The space does not need to be elaborate. A simple chair or cushion paired with accessible books helps children settle in and focus on reading.

Access to a variety of materials also supports reading independence. Offer fiction, nonfiction, informational texts, graphic novels, and magazines so your child can explore a variety of genres and topics. Choice increases engagement, builds ownership, and encourages children to spend more time in independent reading.

Establish a predictable daily reading routine, beginning with 10 to 15 minutes and gradually increasing as stamina grows. Protect this time by limiting interruptions. Turning off televisions and silencing devices allows children to sustain attention and build the fluency and automaticity that support reading independence.

Families can further encourage independent readers by modeling positive reading habits. Let your child see you read for information and enjoyment, and share what you are reading and why you chose it. Encourage appropriate book selection by helping your child preview a few pages to determine whether a text feels engaging and manageable. If a book is not a good fit, allow flexibility to choose another. This promotes autonomy and sustained interest in independent reading.

Finally, celebrate effort and progress. Focus on consistency, curiosity, and perseverance rather than speed. Reading logs, library visits, or simple conversations about books can reinforce growth and highlight progress toward reading independence. Together, these practical routines create a structured yet supportive environment where children can grow into confident independent readers.

 

Supporting Comprehension During Independent Reading

Reading independence depends on meaning, not just accuracy. A child may read words correctly yet fail to understand the message. To strengthen comprehension, prompt your child to create a mental image for what they read. When students form clear, detailed images, language becomes more meaningful and easier to remember. Concept imagery questions strengthen the imagery-language foundation rather than focusing on memorization. For example: What are you picturing for what you just read? What does the _____ (for example, princess, building, setting) look like? What do you picture happening next? Encourage your child to describe their mental imagery in detail, focusing on the main action. The goal is a clear, language-described image that reflects understanding. If something is unclear, guide your child back to the sentence or paragraph and ask, “What do you see in your mind now?” Returning to the text reinforces checking for meaning. Over time, students learn to notice when an image is incomplete or inconsistent. These conversations help children organize information, connect details, and strengthen comprehension. As images become more stable and detailed, students are better able to summarize, make predictions, draw conclusions, and retain what they read.

Learn more about how the Visualizing and Verbalizing® program develops concept imagery to improve comprehension and higher-order thinking skills for independent reading. 

 

The Importance of Self-Correction in Independent Reading

A defining characteristic of reading independence is the ability to self-correct. Strong readers notice when something does not look right, sound right, or make sense. They pause and adjust. Self-correction depends on well-developed sensory-cognitive skills. A student must recognize letters and words to decode and create mental images for meaning. When these processes are weak, students may guess, skip unfamiliar text, or continue reading without recognizing a breakdown. 

Lindamood-Bell instruction develops the sensory-cognitive processing that makes self-correction possible. As these processes become more automatic, students develop internal feedback systems. They begin to ask, “Did that make sense?” or “Does that match the letters and words on the page?” Rather than relying on adult correction, they check for accuracy and understanding independently. When students can recognize and repair errors on their own, reading becomes active and thoughtful. This strengthens fluency, comprehension, and confidence.

Learn more about how the Seeing Stars® program supports independent reading by developing symbol imagery—the ability to visualize sounds and letters in words—as a basis for orthographic awareness, phonemic awareness, word attack, word recognition, spelling, and contextual reading fluency.

 

Signs of Reading Difficulties 

Recognizing early signs of difficulty can help families seek support and avoid frustration. Watch for the following indicators:

Sounding out words is persistently hard: Your child may struggle to decode words accurately, add or omit sounds, or confuse similar words (for example, reading “steam” for “stream”).

Difficulty learning and retaining sight words: Many common words (for example, “eye” and “thought”) do not follow regular phonetic patterns and should be recognized quickly. A child who struggles may attempt to sound out these words or guess (for example, saying “purple” for “people”).

Slow, laborious decoding: Excessive focus on sounding out every word can hinder flow. A child might decode a word once but fail to recognize it when it appears again a few lines later.

Limited fluency in context: Some children can decode words but struggle to read smoothly, making comprehension difficult. Choppy, effortful reading often interferes with understanding.

Poor spelling: A child may omit necessary sounds (for example, writing “optnrty” for “opportunity”) or spell phonetically without retaining patterns (for example, writing “opertunity” for “opportunity”).

 

If these challenges persist, consider an evaluation to identify the underlying skills that need strengthening. With the right support, reading can become easier and more enjoyable—key to raising a reader who can read independently and grow into a strong reader.

 

Support for Reading at Lindamood-Bell

Lindamood-Bell’s evidence-based instruction strengthens the foundational processes essential for reading and learning. By targeting the sensory-cognitive processing that underlies decoding, fluency, and comprehension, we help students develop the reading and comprehension skills that enable independent reading. Our research and results demonstrate that individualized instruction can transform struggling readers into confident, independent readers. Families seeking support in raising a reader can rely on our experience, proven methods, and compassionate team.

If your child shows signs of difficulty with reading or comprehension, our comprehensive Learning Ability Evaluation can identify the skills that need support. This evaluation provides a detailed understanding of your child’s strengths and areas of need and guides the development of a customized plan that addresses the root causes of difficulty. Our intensive one-to-one instruction improves learning, builds confidence, and helps students read independently and develop into a strong reader.

The right intervention can turn reading into a source of pride and lifelong growth. Contact us to learn more or schedule an evaluation.

 

Key Takeaways for Families

  • Make independent reading a daily habit in a calm, inviting space.

  • Prioritize choice and interest, since engagement drives progress in raising a reader.

  • Balance guided instruction with independent practice to build self-direction and read independently with confidence.

  • Watch for signs of difficulty and seek targeted support when needed.

  • Partner with Lindamood-Bell to strengthen foundational skills and support your child in becoming an independent reader.

With consistent routines, thoughtful guidance, and effective instruction, your child can become an independent reader who approaches books with confidence, curiosity, and purpose. These tips to make your child an independent reader provide practical steps your family can use at home to encourage independent reading, build lasting skills, and support the growth of a strong reader over time.

Evidence-Based Literacy Instruction to Support the Minnesota READ Act

For Schools, Professional Development, Reading, , , ,

Lindamood-Bell Approved for Minnesota READ Act Intervention List

The Minnesota Department of Education has approved Seeing Stars® and Lindamood Phoneme Sequencing® (LiPS®) as evidence-based reading interventions aligned with the Minnesota READ Act.

These structured, multisensory programs accelerate foundational literacy skills and support educators in delivering high-impact instruction. Both programs address essential components of reading including phonemic awareness, phonics, orthographic processing, sight word vocabulary, fluency, and comprehension, helping districts meet READ Act requirements with confidence.

 

Supporting Minnesota’s Literacy Goals

The Minnesota READ Act emphasizes evidence-based instruction and effective intervention to ensure all students achieve reading proficiency. Lindamood-Bell aligns with these priorities through:

  • Explicit, systematic instruction for struggling readers
  • Multisensory approaches that strengthen language processing
  • Targeted intervention for persistent reading challenges
  • Job-embedded professional development that builds long-term capacity

Through Lindamood-Bell for Schools, districts gain both approved interventions and the implementation support needed for sustained results.

 

READ Act–Approved Interventions

Seeing Stars® Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling 

The Seeing Stars® program develops symbol imagery—the ability to visualize sounds and letters in words—as a basis for:

  • Orthographic mapping
  • Sight word recognition
  • Reading fluency
  • Spelling accuracy

Often a critical missing piece in reading and dyslexia interventions, symbol imagery is explicitly and systematically developed for orthographic mapping, fast word retrieval, fluency, and global reading skills. Seeing Stars aligns with all instructional principles and components of a structured literacy approach (SLA). However, unlike many SLA interventions that focus predominantly on or overemphasize phonemic awareness, Seeing Stars systematically integrates phonological and orthographic processing necessary for automaticity in word reading skills.

Download the Seeing Stars Fact Sheet

 

Lindamood Phoneme Sequencing® for Reading, Spelling, and Speech (LiPS®)

The LiPS® program develops phonemic awareness, reading, spelling, and speech. Students discover the physical characteristics of each phoneme and use this kinesthetic feedback to verify sounds within words. Instruction using the LiPS program strengthens:

  • Phoneme identification and sequencing
  • Decoding and encoding
  • Speech-to-print connections
  • Reading accuracy and fluency

Download the LiPS Fact Sheet

 

To request a sample set of materials and a free program overview, call 800-233-1819.

 

Job-Embedded Professional Development

Educators can begin with a comprehensive workshop as a standalone learning experience or extend their learning through ongoing, job-embedded support.

After completing a workshop, educators can access our online professional learning community and take additional courses to expand and deepen their skills. For schools and districts seeking deeper implementation and sustained impact, Lindamood-Bell provides job-embedded coaching to support instructional fidelity and continuous improvement.

Our professional development options include:

  • Comprehensive teacher workshops
  • Access to an online professional learning community and additional coursework
  • Live, online coaching while working with students
  • Ongoing feedback and instructional support
  • Extended learning opportunities during the school year and summer

This flexible approach enables educators to build expertise while strengthening literacy instruction across classrooms and schools.

To get started, view our schedule of Teacher Workshops or contact us to discuss a group inservice and customized professional development options.

 

Evidence-Based 

Lindamood-Bell professional development features programs that are grounded in decades of research and implemented in thousands of schools nationwide. Research supporting LiPS and Seeing Stars includes:

  • A District-Wide Literacy Initiative demonstrating significant gains in reading skills through structured, phoneme-based instruction, as described in a Texas A&M University study

 Download the research summary

  • The Project of HOPE (Juvenile Ranch Facility) demonstrating measurable improvements in literacy outcomes with incarcerated youth receiving Lindamood-Bell instruction 

Download the research summary

Additional evidence for Seeing Stars includes:

Profiles of Success – See how one district focused on professional development to implement best practices based on the science of reading.  Watch Webinar

View More School Results

 

A Proven Partner for Schools

For 40 years, Lindamood-Bell has partnered with schools and districts to improve outcomes for struggling readers and students with learning challenges. Our approach combines evidence-based programs, intensive intervention, and professional development that builds internal capacity. Districts nationwide report gains in reading performance along with increased student confidence and engagement.

If your school is exploring READ Act–approved interventions, Lindamood-Bell can help design and implement an effective literacy plan. Contact Lindamood-Bell for Schools to learn how we can support your Minnesota READ Act implementation and help your students reach their full learning potential. Call 800-233-1819, or click here to schedule a brief consultation with a program expert to discuss your professional development needs.

Best Practices Guide: Dyslexia Screening and Intervention Strategies

Dyslexia, Professional Development, Reading, , , , ,

dyslexia screening and intervention

Dyslexia affects how individuals process spoken and written language, especially the ability to connect sounds to letters and read accurately and fluently. With effective screening tools and targeted, evidence-based instruction, students with dyslexia can make significant, lasting gains in reading, writing, and overall confidence. This guide explains dyslexia, clarifies how a dyslexia screener works, and outlines intervention strategies with the strongest research base. It also provides actionable steps for implementing schoolwide screening and highlights resources, including professional development from Lindamood-Bell, that support educators, families, and students. When schools pair a universal literacy screener with clear intervention strategies, they create a strong foundation for early identification and timely support.

Recent research is shedding new light on how effective intervention can change not only reading outcomes, but also the brain itself.

 

New Research Validates Brain-Based Impact of Intervention

new dyslexia research

A 2026 Stanford-led study published in Nature Communications provides compelling neurobiological evidence for intensive reading intervention. Using functional MRI, researchers found that students with dyslexia who participated in an intensive reading intervention program implemented by Lindamood-Bell experts using Nanci Bell’s Seeing Stars® program made significant reading gains, nearly one grade level in just eight weeks, and showed measurable growth in the brain’s Visual Word Form Area, a region critical for fluent word recognition. These findings reinforce what decades of practice have shown: targeted, evidence-based instruction can strengthen both reading skills and the neural systems that support them. 

Read more about the Stanford study

 

The Evolving Definition of Dyslexia

definition of dyslexia

The International Dyslexia Association’s updated definition of dyslexia reflects a growing recognition that dyslexia involves more than phonological processing alone. While phonological difficulties remain central, the new definition also references research pointing to additional language-based challenges, including aspects of orthographic processing.

At Lindamood-Bell, we agree that dyslexia is multifaceted, but our clinical and research experience shows that orthographic processing is not simply an associated feature. The ability to create, store, and retrieve precise mental images for letters and letter sequences, known as symbol imagery, is foundational to accurate reading, spelling, and comprehension. When this underlying skill is weak, students may struggle even after receiving phonological instruction.

 

Understanding Dyslexia: A Comprehensive Overview

understanding dyslexia

Dyslexia is a neurobiological learning difference that primarily affects accurate and/or fluent word recognition, spelling, and decoding. It exists on a continuum. Some learners experience mild challenges, while others face more significant difficulties. Dyslexia is not related to intelligence, motivation, or effort. With appropriate instruction, students with dyslexia can become skilled readers and writers.

Prevalence estimates suggest that dyslexia affects approximately 5–10% of the population, with higher figures when broader reading difficulties are included. Dyslexia occurs across languages and cultures and frequently runs in families, indicating a genetic component.

Common myths persist. Dyslexia is not simply “seeing letters backwards,” and it is not caused by vision problems. It reflects how the brain processes language sounds and maps them to written symbols. Another misconception is that students will outgrow dyslexia or cannot become strong readers. In reality, structured, explicit, and systematic instruction, delivered with sufficient intensity, can drive substantial improvement for most learners.

Early identification matters. When schools identify risk in kindergarten or first grade and provide targeted instruction, students are more likely to develop foundational skills and avoid downstream academic struggles. A dyslexia screener can identify risk factors early, enabling proactive intervention and better long-term outcomes. Many districts pair a dyslexia screener with a literacy screener to capture both foundational skill risk and broader reading performance, which strengthens decision-making about intervention strategies.

 

The Role of Dyslexia Screeners in Education

dyslexia screeners

A dyslexia screener is a brief, reliable set of tasks designed to identify students at risk for reading difficulties associated with dyslexia. A screener does not diagnose dyslexia. Instead, it flags students who may need targeted support or a comprehensive evaluation. Schools often administer universal screeners to all students at key points during the year to ensure equitable access to early support. 

Effective screening reflects the core components of language and reading associated with risk. A high-quality dyslexia screener typically measures:

  • Phonological awareness: the ability to hear, identify, and manipulate sounds in words, such as blending and segmenting phonemes
  • Letter-sound knowledge: recognition of letters and the sounds they represent
  • Rapid automatized naming (RAN): speed of naming letters, digits, colors, or objects
  • Decoding and word reading: reading real words and pseudowords to assess sound-symbol mapping and pattern generalization
  • Spelling and encoding: applying sound-letter knowledge to write words accurately
  • Oral language measures: vocabulary and listening comprehension, when appropriate, to inform instruction

Early screening empowers students and educators by providing actionable data. For students, it means timely support that can prevent frustration, reduce academic gaps, and build confidence. For educators and schools, screening data helps target instruction, allocate resources, and evaluate the impact of interventions. Universal, schoolwide screening promotes equity by ensuring identification does not depend solely on teacher referral or parent advocacy. When teams interpret both literacy screener and dyslexia screener results together, they are better able to select intervention strategies that meet learners where they are.

 

Effective Dyslexia Intervention Strategies for Students 

dyslexia intervention strategies

For Lindamood-Bell, effective dyslexia intervention begins with using screening data to inform instruction. We help schools and educators interpret dyslexia screener and literacy screener results and translate those findings into targeted, explicit instruction that develops the sensory-cognitive skills essential for reading and spelling. Our approach is systematic, cumulative, and responsive to student data, with a clear emphasis on strengthening how students process and integrate language.

Rather than relying solely on screening results, we connect identified risk patterns to instructional decisions. Screening data guides where instruction begins, which skills require the greatest emphasis, and how instruction is adjusted over time. From there, instruction is designed to address the underlying sensory-cognitive weaknesses that directly limit reading progress.

Instruction focuses on explicit, systematic teaching that connects sounds, letters, and spelling patterns while strengthening symbol imagery—the ability to form, store, and retrieve precise mental images for letters and letter sequences. This sensory-cognitive foundation is the basis for accurate decoding, word recognition, and the development of reliable sight words. Guided practice and reading experiences then build fluency and comprehension once accuracy and sound-symbol relationships are secure.

The instructional principles that support students with dyslexia are the same principles that support all developing readers. When explicit, systematic, evidence-based instruction that develops sensory-cognitive skills is delivered in the early grades, particularly kindergarten through second grade, schools can prevent or significantly reduce the severity of later reading difficulties, including dyslexia. Lindamood-Bell programs support strong classroom instruction as well as targeted intervention, allowing schools to address risk proactively, even before additional diagnostic data is available.

Within a tiered framework such as MTSS or RTI, Lindamood-Bell supports a scalable, schoolwide approach to reading instruction. High-quality core instruction lays a foundation for all students, while dyslexia screener data and ongoing progress monitoring guide targeted, intensive intervention. This ensures instructional time, grouping, and intensity are matched to student needs and adjusted as students respond to instruction.

Consistency, sufficient intensity, and high expectations are essential for meaningful gains. When schools align screening, instruction, and intervention using Lindamood-Bell programs, they create a cohesive system that connects assessment data to daily teaching practices. This alignment supports early identification, targeted intervention, and long-term reading success for students with dyslexia and those at risk.

 

Teacher Training for Dyslexia Intervention

teacher training for dyslexia intervention

Lindamood-Bell offers professional development that helps educators implement fundamental skills for dyslexia intervention and reading remediation. These programs focus on structured, explicit instruction in the core components of reading and language comprehension, with an emphasis on classroom application and intervention settings. As a trusted leader, Lindamood-Bell partners with schools and districts to connect dyslexia screener insights to effective intervention strategies that drive measurable student growth.

Our founders’ programs are grounded in research and supported by evidence, including independent studies and district partnerships that demonstrate measurable gains in decoding, fluency, and comprehension. Educators learn to implement clear instructional routines with fidelity, monitor progress, and adjust lessons based on student response to instruction. This alignment between literacy screener data and targeted intervention strategies positions teachers to deliver the right instruction at the right time.

Lindamood-Bell Professional Development Workshops are interactive and flexible, delivered live online to support active learning and immediate feedback. Educators engage in modeling, guided practice, and lesson planning to translate research into daily instruction. Schools can select formats that fit their schedules, from introductory workshops to deeper implementation coaching across the school year. Materials related to Lindamood-Bell workshops are available from Gander Publishing.

By combining high-quality training with ongoing support, Lindamood-Bell helps schools build capacity for early screening, follow-up, and targeted intervention. Students identified through a dyslexia screener receive effective, timely support aligned with best practices, and teachers gain the tools to sustain progress across grades.

 

How Lindamood-Bell Stands Out

help for dyslexia

Lindamood-Bell stands out by helping schools turn screening data into effective instruction that drives meaningful reading growth. Our approach connects the findings of a dyslexia screener to instructional decisions, ensuring that every student receives intervention strategies aligned to their learning profile. We prioritize clarity and consistency so educators can confidently deliver instruction that builds phonological awareness, decoding, fluency, and comprehension.

  • Evidence-based: Lindamood-Bell’s approach is grounded in the cognitive science of learning and aligned with the Science of Reading and Structured Literacy. 
  • Practical classroom routines: We support educators in translating literacy screener data into daily lesson plans and small-group instruction. 
  • Implementation support: Coaching and fidelity checks help ensure instruction remains consistent and responsive to student progress. 
  • Scalable options: From single schools to multi-site districts, we offer flexible pathways that align with MTSS and work within existing schedules and staffing models. 
  • Family engagement: We provide resources that help families understand screening results and support learning at home. 

Whether you are launching a new universal screening initiative or refining an existing system, our team can help you connect the dots between a dyslexia screener, a literacy screener, and day-to-day teaching practices. The result is a cohesive plan that turns data into action.

 

Frequently Asked Questions

How is a dyslexia screener different from a diagnostic evaluation?
A screener is a brief, universal measure that identifies risk for reading difficulties associated with dyslexia. It does not diagnose. A diagnostic evaluation is a comprehensive assessment conducted by qualified professionals to determine whether a student meets criteria for dyslexia and to identify specific instructional needs.

Can students with dyslexia learn to read fluently?
Yes. With structured, explicit, and systematic instruction that addresses the sensory-cognitive foundations of reading, most students make substantial gains in decoding, fluency, and comprehension. Fluency often improves over time as accuracy stabilizes and students practice with connected text.

Are the programs used by Lindamood-Bell suitable for all grade levels?
Yes. Instruction is tailored to each student’s profile. Programs can be adapted for early learners through secondary students and beyond.

How long does intervention take to show results?
Many students show measurable growth within 80–120 hours of targeted, intensive intervention. The pace varies based on the student’s starting point, frequency of sessions, and fidelity of implementation. Consistent practice and data-informed adjustments accelerate progress.

 

Our Experience with Schools

dyslexia intervention in schools

Lindamood-Bell’s approach has been implemented in thousands of school systems nationwide, supporting struggling readers and students with dyslexia since the 1990s. Our programs are grounded in the cognitive science of learning and supported by a robust body of research, including peer-reviewed studies and school and district case studies demonstrating significant gains in reading achievement.

Examples of this work include:

View More School Results

 

Get Started with Lindamood-Bell

dyslexia intervention professional development

If your school is ready to connect screening data to daily instruction, Lindamood-Bell can help. We support teams in selecting and interpreting dyslexia and literacy screener tools, establishing effective data routines, and implementing targeted intervention strategies that lead to measurable results. From live online workshops to embedded coaching, our professional learning equips educators with the knowledge, tools, and confidence to make an immediate impact.

Get in Touch to learn how we can partner with your school or district. Together, we will design a plan that turns assessment insights into effective instruction and meaningful support for students with dyslexia. We look forward to working with you to help all students become skilled, confident readers and reach their full learning potential.

40 Years of Changing Lives Through Learning

Research, , , , , ,

 

The science has never been more clear:

with the right instruction, every learner can reach their potential.

 

NEW RESEARCH  |  STANFORD UNIVERSITY, 2026

The Dyslexic Brain Can Change.

A study published in Nature Communications found that intensive, evidence-based reading instruction causes a key brain region—the visual word form area—to grow in children with dyslexia. Lindamood-Bell donated time and instructional resources to support this research. Children who received the instruction improved their reading by approximately one grade level in eight weeks—and their brains changed measurably in the process.

→ Read the Stanford Study

 

Four Decades. Hundreds of Thousands of Lives Changed.

 

40 years of research-based instruction

20+ peer-reviewed publications and counting!

5+ collaborative neuro-biological research projects with the University of Alabama, Birmingham; MIT; the University of Washington; Stanford; Georgetown University, and more!  

Hundreds of thousands of students, educators & families served

88 Countries reached

 

Every Child Deserves the Chance to Learn

The Hope for Learning Scholarship Fund — Now Open

 

To mark our 40th anniversary, Lindamood-Bell is launching the Hope for Learning Scholarship Fund — a company-sponsored initiative to help students who demonstrate financial need and a strong fit for our instructional model access the instruction they need to reach their potential.

We believe every learner, regardless of financial circumstance, deserves the opportunity to thrive.

[ Learn More About the Fund ]

Applications are reviewed on a rolling basis. Eligibility is based on demonstrated financial need and fit with the Lindamood-Bell instructional model.

 

Forty Years In, Science Is Catching Up to What We’ve Always Known

By Nanci Bell, Co-Founder & CEO, Lindamood-Bell  

 

I have spent 40 years watching children learn to read.

I have watched children who were told they would “never be good readers” become fluent. I have watched students who had given up on themselves discover that they could, in fact, decode words, hold meaning, and love books. I have watched families go from fear to relief to joy—sometimes in a matter of weeks.

In 1986, when Phyllis Lindamood and I founded this company, the science of reading was still in its early stages. The connection between sensory processing, imagery, and the development of reading ability was not yet widely understood or accepted. We built our instructional methods on the foundational belief that reading is a sensory-cognitive act—that the brain must be able to see and feel the sounds and structures of language in order to decode and comprehend written words.

Forty years later, science is confirming what we have always believed.

 

What the Stanford Study Found

In February 2026, a research team led by Dr. Jason Yeatman at Stanford University published a landmark study in Nature Communications. The study used functional MRI scans to measure brain activity in children with dyslexia before and after receiving intensive reading instruction.

The researchers focused on a region of the brain called the visual word form area, or VWFA — a small but critical structure in the left visual cortex that, in typical readers, specializes in the rapid recognition of written words. Prior research had shown this region to be less active in people with dyslexia. This new study tracked children’s brains over a full year, across multiple scans.

What they found was striking. At the outset of the study, the VWFA was detectable in nearly all typical readers, but in fewer than two-thirds of children with dyslexia. Among children who did have a detectable VWFA, the region was smaller on average, and its size correlated directly with reading ability.

Then came the intervention. Forty-four children with dyslexia received intensive reading instruction over eight weeks. Their reading improved by approximately one grade level. And when the researchers scanned their brains again, something remarkable had happened: the VWFA had grown. It was detectable in more children. It was larger. The neural response to written words was stronger.

“The intervention is not only improving their reading, it’s also building the brain circuit. That’s very cool.”— Dr. Jason Yeatman, Stanford University

Lindamood-Bell was honored to donate time and instructional resources to support this research.

 

What This Means for Families

For parents of children with dyslexia, this research carries a message of genuine hope—not the vague, reassuring kind, but the scientifically-grounded kind.

It means that when a child struggles to read, that struggle is real and has neurological roots. It is not a matter of effort or intelligence. The brain of a child with dyslexia is genuinely different in a specific, measurable way.

But it also means that the difference is not fixed. With the right instruction, intensive, structured, and evidence-based, that region of the brain can grow. The gap can narrow. Reading can improve. And the neurological foundation for fluent reading can be built, even if it was not there to begin with.

This is not a promise that every child’s journey will be easy or fast. The Stanford study also found that even after significant reading gains, children with dyslexia still showed some differences compared to typical readers, and many continue to face challenges. But the direction of change is undeniable. For families who have been told their child’s struggle is permanent, this research is something worth holding onto.

 

Forty Years of Evidence

The Stanford study is the most recent chapter in a body of research that Lindamood-Bell has been part of for decades. Our earlier collaboration with the University of Washington produced four peer-reviewed studies demonstrating significant neurological and behavioral gains in decoding following symbol imagery instruction—even among individuals with dyslexia.

These studies share a common finding: that the brain responds to instruction. Literacy is not simply a trait some children are born with and others are not. The sensory-cognitive process of reading can be taught, built, and strengthened at any age, with the right approach.

 

Looking Ahead

Forty years is a milestone worth honoring, not because the work is done, but because the foundation is strong.

We are in an era when brain imaging can show us what instruction does inside the skull. Now, peer-reviewed research can confirm what classroom teachers and learning specialists have known for decades. The science of reading is no longer a niche conversation but a national one.

Lindamood-Bell has been part of that conversation from the beginning. And we intend to be part of it for the next 40 years.

Thank you for being part of this journey.

 

With gratitude,

Nanci Bell

Co-Founder & CEO, Lindamood-Bell

New Stanford-Led Study Highlights Impact of Reading Intervention on Brain Development in Children with Dyslexia

* Press Releases, Dyslexia, Research, , , , , ,

 

San Luis Obispo, CA — A groundbreaking study published in Nature Communications and spearheaded by Stanford University reveals that the Lindamood-Bell reading intervention program not only improves reading skills in children with dyslexia but also strengthens the brain’s reading circuits.

 

Study Overview: Dyslexia Intervention and Brain Activity

This research, backed by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, culminates a six-year neurobiological dyslexia intervention collaboration among Stanford University, the University of Washington, and Lindamood-Bell Learning Processes. The study utilized the dyslexia intervention provided by Lindamood-Bell Learning Centers.

A randomized controlled trial followed children aged 7–13, using functional MRI to monitor brain activity up to five times over a year. Forty-four children with dyslexia engaged in an intensive reading intervention program implemented by Lindamood-Bell experts, utilizing Nanci Bell’s Seeing Stars® program. A control group, including 43 children with and without dyslexia, did not receive the intervention.

 

Key Findings: Impact on the Visual Word Form Area

Researchers focused on the Visual Word Form Area (VWFA), crucial for fluent word recognition. Dyslexia, affecting about 5–10% of people, is associated with reduced size and responsiveness in this region.

After eight weeks of intensive instruction, children with dyslexia improved their reading levels by nearly one grade level on average. The control group did not exhibit similar progress.

 

Neurobiological Changes from Reading Intervention

Brain imaging revealed substantial growth in the VWFA among children who participated in the reading intervention. Those who did not receive instruction showed no comparable changes.

“The evidence-based reading intervention program appears to build this region in the dyslexic brain,” stated lead researcher Dr. Jason Yeatman of Stanford University. “It not only enhances reading skills but also strengthens brain circuits.”

Researchers noted significant progress, yet some neural differences persisted a year later, suggesting that dyslexia involves enduring neurobiological characteristics alongside the brain’s adaptability.

The study highlights a critical insight: dyslexia is both a neurological condition and widespread, and effective, research-based reading interventions can lead to observable behavioral and neural enhancements.

 

The Role of Lindamood-Bell in Dyslexia Intervention

For Lindamood-Bell, the findings validate decades of instructional practices focused on strengthening the sensory-cognitive foundations of reading.

Effective help is available, and the right reading intervention can significantly alter outcomes.

For over 40 years, Lindamood-Bell has been committed to helping individuals reach their learning potential. Through research-based reading programs available at 46 Learning Centers and professional development for educators worldwide, Lindamood-Bell addresses the core sensory-cognitive processes essential for reading and comprehension. The organization partners on peer-reviewed research with institutions such as MIT and Stanford, continually advancing the science of learning.

Get in Touch to learn more!

Multi-Sensory Learning: A Lindamood-Bell Perspective

For Schools, Instruction, Reading, ,

Multi-Sensory Learning

 

At Lindamood-Bell, multi-sensory learning is integral to our evidence-based approach. Decades of research and practical application have enabled us to refine techniques that build essential reading, comprehension, and math skills. By engaging learners through multiple senses, we help students learn to their potential.

 

What Is Multi-Sensory Learning?

multi-sensory learning techniques

Multi-sensory learning is an instructional approach that actively engages multiple senses—visual, auditory, kinesthetic, and tactile—during the learning process to enhance understanding and retention.

At Lindamood-Bell, our approach to education incorporates multi-sensory learning strategies to provide students with a transformative educational experience. Our evidence-based methods are designed to develop essential sensory-cognitive skills, laying the foundation for lasting academic success. For example, in a reading activity, students might see a word, hear it spoken aloud, say it themselves, trace its letters with a finger, and visualize the letters in their minds. 

 

Why Multi-Sensory Learning Matterswhy multi-sensory learning matters

Lindamood-Bell’s instructional methods draw upon cognitive science to address how the brain learns to read. Reading is an integration of sensory processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension.

While phonological awareness is widely recognized as critical for reading, Lindamood-Bell also focuses on two lesser-known but equally important sensory-cognitive skills: symbol imagery (visualizing letters and words) and concept imagery (creating mental representations of language). These skills are often missing in struggling readers and are not explicitly developed in most traditional reading programs.

Traditional methods frequently isolate sensory channels, emphasizing phonics and phoneme awareness without integrating orthographic processing, fluency, or comprehension. While phonological skills are essential, they are insufficient on their own. By explicitly developing symbol imagery and concept imagery, educators can build a stronger foundation for reading, ensuring success for both emerging and struggling readers. 

 

How Lindamood-Bell Incorporates Multi-Sensory Learning

multi sensory learning instruction Lindamood-Bell

At Lindamood-Bell, our founders’ programs embody a multi-sensory approach, integrating visual, auditory, and kinesthetic activities to support students in building strong cognitive foundations for academic success. Engaging multiple senses enhances how learners process, understand, and retain information. Below are examples of how the programs we use incorporate multi-sensory techniques.

Visualizing and Verbalizing for Language Comprehension and Thinking:

The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create a mental picture from language—fostering comprehension and higher-order thinking. Multi-sensory tools, including visual aids, gestures, auditory prompts, and kinesthetic tools like colored felt squares, are utilized to strengthen reading, listening, memory, oral vocabulary, and writing skills. 

Download a chapter of the Visualizing and Verbalizing (V/V) program manual to learn more. 

 

Talkies® Program for Oral Language Comprehension & Expression

The Talkies® program—the primer to the Visualizing and Verbalizing (V/V) program—is designed for students who need simpler, smaller steps of instruction to establish the imagery-language connection.

The goal of the Talkies program is to develop the dual coding of imagery and language as a base for language comprehension and expression. The Talkies program is especially helpful for students with a limited oral vocabulary and/or limited ability to verbalize. Utilizing a structured, multi-sensory approach, the Talkies program engages auditory, visual, tactile, and kinesthetic modalities to reinforce language development. One example of this is a step in which students hold and describe a small toy, combining auditory input (listening and speaking), tactile feedback (touching the object), and kinesthetic interaction (physical handling). This integration of sensory experiences supports language processing, memory, and expression.

Explore the Talkies program—download a chapter of the Teacher’s manual. 

 

Seeing Stars® Program (Symbol Imagery for Phonological and Orthographic Processing)

The Seeing Stars® program focuses on developing symbol imagery—the ability to visualize letters and sounds—as a basis for reading and spelling. It incorporates a blend of sensory activities such as air-writing, tracing on surfaces, and using visual and tactile tools like syllable boards and colored squares. These activities reinforce letter-sound associations and build strong reading and spelling skills through auditory, visual, and kinesthetic engagement.

Download Chapters 2 and 3 of the Seeing Stars program manual to learn more.

 

LiPS® (Lindamood Phoneme Sequencing) Program

The LiPS® (Lindamood Phoneme Sequencing) Program engages visual, auditory, tactile, and kinesthetic modalities to improve phonemic awareness, an essential skill for reading and spelling. This program incorporates techniques like tactile feedback, kinesthetic awareness of mouth movements, auditory processing exercises, and visual reinforcement through charts and diagrams. These activities help learners differentiate sounds and link spoken and written language.

Discover more about the LiPS (Lindamood Phoneme Sequencing) Program. Download a chapter of the Teacher’s manual. 

 

On Cloud Nine® Math Program

The On Cloud Nine® Math Program stimulates concept imagery to support mathematical reasoning and computation. Using visual, tactile, and auditory methods, such as manipulatives and verbal explanations, On Cloud Nine builds a deeper understanding of mathematical concepts. The multi-sensory strategies used help learners of all ages or grade levels develop the foundational skills needed for success in higher math. 

Discover more about the On Cloud Nine Math Program. Download a chapter of the Teacher’s manual.

Each program’s multi-sensory approach engages students holistically, creating a flexible learning environment that addresses each student’s unique learning needs.

 

Benefits and Science of Multi-Sensory Learning for Educators

professional development in multi-sensory learning

Incorporating multi-sensory techniques in the classroom offers numerous advantages, such as enhancing student engagement and participation, supporting learners with diverse needs (including those with dyslexia or ADHD), and improving foundational skills in reading, comprehension, and math. This approach fosters an inclusive and dynamic learning environment, benefiting all students by addressing individual learning needs.

The research underscores the effectiveness of multi-sensory learning in promoting engagement and retention. By activating multiple sensory pathways—visual, auditory, and kinesthetic—this method strengthens neural connections, enhancing memory and comprehension. It’s particularly beneficial for students with learning differences, making it a powerful tool for educators to integrate into their teaching practices.

Explore results and case studies from schools that have successfully implemented Lindamood-Bell’s unique sensory-cognitive approach to see its positive impact on student achievement. 

 

Enhance Your Skills with Lindamood-Bell: Professional Development Opportunities

workshops for multi-sensory learning techniques

Lindamood-Bell is dedicated to equipping educators with the skills and strategies to incorporate multi-sensory learning into their classrooms. Our interactive, hands-on workshops provide evidence-based techniques designed to transform instruction and foster student success.

Attending one of our professional development workshops will give you actionable insights and practical methods to enhance your teaching practice. Dive into the science of multi-sensory learning, discover how to implement it effectively, and join a thriving community of educators committed to making a difference in students’ lives.

Led by program experts, Lindamood-Bell teacher workshops provide tools to improve literacy and learning outcomes for students of all abilities. These dynamic sessions empower educators to create engaging, inclusive, and impactful learning environments.

Contact us today to learn more about our professional development workshops and join a growing network of educators transforming education with Lindamood-Bell’s unique approach. Call us at 800-233-1819, or click here to schedule a brief consultation with a program expert to discuss your professional development needs.