All posts by Julie Gisbon

Essential Tips to Help Your Child Learn to Read

Learning Centers, Learning Difficulties, Reading

tips to learn to read

Reading is one of the most important skills a child will ever develop. It is the foundation for learning across every subject and opens the door to imagination, knowledge, and confidence. As a parent, you play an essential role in helping your child learn to read. With the right reading instruction, structure, encouragement, and support, you can nurture a love for reading that lasts a lifetime.

This article highlights practical ways to support your child’s reading development at home. We’ll explore the fundamentals of learning to read, share engaging activities, and discuss how to create a supportive environment. You’ll also find guidance for children who may be reluctant or struggling readers—and how Lindamood-Bell’s approach to learning can help.

 

Understanding the Basics of Reading

tutoring to learn to read

Learning to read is a big step, and it depends on several key skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension. When these skills work together, your child can grow into a confident, independent reader.

Phonemic awareness is your child’s ability to hear and identify the individual sounds in words. Phonics is the relationship of the sounds, their corresponding letters, and the sounding out of words. As some words become instantly recognizable, fluency builds, making reading smoother and more enjoyable. Vocabulary growth expands your child’s knowledge of words, and comprehension helps them understand and truly enjoy what they’re reading.

At Lindamood-Bell, we go beyond typical learning methods and develop the underlying sensory-cognitive skills needed for reading: Symbol imagery is the ability to form mental pictures of letters and words, allowing for accurate decoding and spelling. Concept imagery is the ability to create mental images of language in the mind’s eye, essential for comprehension, recall, and critical thinking. Together, these skills make reading not only possible but rewarding.

Incorporating activities that focus on these components into your child’s learning routine provides a strong foundation for their reading journey. At Lindamood-Bell, we offer personalized instruction designed to strengthen these crucial reading components, helping your child to develop the skills needed to become a proficient reader.

 

Engaging Activities to Make Learning to Read Fun

activities to help your child learn to read

Children can be more motivated to read when the process is interactive and enjoyable. Here are some strategies to make reading engaging:

Ask Open-Ended Questions

As you read together, ask questions like, “What do you think will happen next?” or “Why do you think the character made that choice?” This encourages your child to visualize the story and strengthens comprehension skills.

Offer Books That Match Their Interests

Encourage engagement by selecting books that align with your child’s interests and passions. For example, if they love animals, plan a library visit; after a trip to the zoo, explore related books. Graphic novels and comics can also build confidence and enjoyment before tackling more complex texts.

Use Listening and Storytime

Listening to stories together through audiobooks or family storytime models fluent reading and supports the development of the imagery-language foundation. Discuss the story, visualize it together, and make predictions about what happens next.

Set Achievable Goals

Setting small goals, such as reading a certain number of books or mastering sight words, gives children a sense of accomplishment. Celebrate these achievements to reinforce that reading is both enjoyable and rewarding.

 

Creating a Reading-Friendly Environment

Create a comfortable space to help your child learn to read

The right environment can make a big difference when helping your child learn to read. Create a cozy reading nook at home where distractions are minimal. Stock the space with age-appropriate books tailored to your child’s interests. Children who feel ownership over their reading choices are more motivated to engage.

Establish a daily reading routine. Quiet family reading time reinforces the idea that reading is valued and enjoyable. Parents who model reading as a leisure activity also show that reading is rewarding. This routine, combined with a supportive environment, helps children strengthen the sensory-cognitive skills they need to decode, comprehend, and enjoy reading.

 

Supporting Struggling Readers

support to help struggling readers

It can be challenging to see your child struggle with reading. Recognizing signs of reading difficulties early is crucial for providing appropriate support. Look for indicators such as frequent frustration during reading or trouble understanding what they’ve read. Key signs may include:

  1. Difficulty sounding out words


    Some children struggle to decode words accurately, even when the words are phonetically regular. They may add, omit, or substitute sounds—for example, reading “steam” as “stem” or “stream” incorrectly.

     

  2. Difficulty learning and retaining sight words


    Sight words, like “eye” or “thought,” must often be recognized instantly. Children who struggle may try to sound out every word or guess, sometimes reading “people” as “purple.”

     

  3. Slow and laborious decoding skills


    Phonics and phoneme awareness instruction are common in early education, but children who struggle may become bogged down in decoding each word, losing fluency, and failing to recognize the same word in subsequent text.

     

  4. Difficulty reading fluently in context


    Some children can decode words but have trouble reading smoothly in sentences or paragraphs. Choppy reading can interfere with comprehension and overall understanding of the text.

     

These signs often point to underlying weaknesses in symbol imagery (visualizing letters and sounds) or concept imagery (forming mental images from language). Without these sensory-cognitive skills, reading can be frustrating, and children may avoid it.

A Lindamood-Bell learning ability evaluation can identify specific areas where your child may need targeted support. Simply having a child read more will not resolve these difficulties. Structured instruction that strengthens sensory-cognitive skills is essential for building reading independence.

At Lindamood-Bell, we address the root causes of reading difficulties. Our personalized instruction builds symbol imagery, concept imagery, and other sensory-cognitive skills, enabling children to read accurately, fluently, and with comprehension. With the right support, children can transform from hesitant readers to confident, independent learners.

 

Help with Reading at Lindamood-Bell

instruction to support learning to read

At Lindamood-Bell, we are dedicated to helping children develop the confidence and skills necessary to read with ease and proficiency. Our evidence-based approach focuses on the sensory-cognitive foundations of reading, giving students the tools to decode accurately, understand what they read, and enjoy books independently.

No matter where you are, your child can access our live, one-on-one online instruction. Whether your child is just beginning to learn to read, is a reluctant reader, or is struggling with specific challenges, each program is individualized and delivered one-to-one, ensuring that students of all ages receive personalized support at their own pace. The latest peer-reviewed results show that our live-online instruction achieves the same results as our in-person instruction.

learning center results for online tutoring

Average Age:

In-Person Students: 9.7

Live-Online Students: 10.4

 

If your child struggles with reading or could benefit from additional support to strengthen their skills, Lindamood-Bell can provide the instruction and guidance to help them succeed.

Contact our learning specialists today to discover how Lindamood-Bell can make a difference in your child’s reading journey. Call 800-300-1818 or contact us online.

Is ADHD a Learning Disability?

ADHD, Learning Difficulties,

Is ADHD a Learning Disability?

 

Is ADHD a Learning Disability?

No, ADHD is not classified as a learning disability, but it may make learning more challenging.

Though ADHD is not categorized as a learning disability, research shows that 30-50% of children with ADHD also have a specific learning disability, making learning even more challenging. The interaction between these conditions can further complicate academic achievement.

ADHD Definition:

ADHD is a neurodevelopmental disorder that affects the brain’s prefrontal cortex, the area responsible for managing thoughts and behaviors.

Learning Impact of ADHD:

While ADHD doesn’t directly affect academic skills like reading, writing, or math, it can impact executive function. This means difficulties with planning, organization, and maintaining focus, which are critical for learning.
Further, under the Individuals with Disabilities Education Act (IDEA), ADHD can be considered a disability, potentially making students eligible for special education services and/or accommodations.

 

Supporting Students with ADHD: The Impact of Targeted InstructionADHD learning disability support

Many students with ADHD face unique challenges when it comes to learning. While ADHD is not classified as a learning disability, its effects on executive functioning—such as difficulties with focus, planning, and organization—can make academic achievement more difficult. This is particularly true for students who also struggle with decoding and language comprehension.

At Lindamood-Bell, we’ve seen firsthand how targeted instruction can make a significant difference for students with these dual challenges. For example, students with a prior ADHD diagnosis who experienced both decoding and language comprehension difficulties were provided with Seeing Stars® and Visualizing and Verbalizing® instruction. The results were remarkable: these students achieved substantial improvements in both decoding and comprehension. In fact, they made large (statistically significant) standard score gains on eight of nine measures.

One particularly encouraging outcome was a 27-point increase in percentile rank for Word Recognition and a 20-point increase in Written Language Comprehension, placing these students well within the normal range (25th-75th percentile). This demonstrates how the right instructional approach can help students with ADHD not only overcome their learning obstacles but thrive academically.

While ADHD itself may not affect specific academic skills, the way it interacts with other learning difficulties—like those involving decoding and comprehension—requires a comprehensive approach. With the right support, including specialized instruction and effective strategies, students with ADHD can achieve meaningful and lasting progress in their academic journeys.

 

Students with a prior ADHD diagnosis who had both decoding and language comprehension difficulties received both Seeing Stars and Visualizing and Verbalizing instruction. These students achieved significant improvements in decoding and comprehension. They made large (statistically significant) standard score changes on eight of nine measures.

Years: Jan. 2008 – Dec. 2023

Number of Students: 2,136

Average Age: 11.9

Average Hours of Instruction: 155.4

Lindamood-Bell Instruction Implemented: Seeing Stars and Visualizing and Verbalizing

 

Lindamood-Bell: Supporting Students with ADHD and Learning Challenges

Instruction for ADHD and learning disabilities

At Lindamood-Bell, we specialize in helping students overcome challenges related to ADHD and other learning difficulties. Our evidence-based programs, such as Seeing Stars for decoding and Visualizing and Verbalizing for comprehension, have been proven to significantly improve academic performance. We believe that every student, regardless of their diagnosis, can learn to their full potential with the right kind of instruction.

With nearly 40 years of experience, we’ve helped students of all ages make remarkable progress in reading, comprehension, and overall learning. Whether a student is struggling with focus, planning, or understanding complex material, our sensory-cognitive instruction is designed to target and strengthen the specific learning and literacy skills that provide the foundation for success.

If your child faces challenges related to ADHD or other learning difficulties, Lindamood-Bell offers individualized instruction to support their success. Our programs are available both in-person and online, providing families with flexibility without compromising quality. The first step is a comprehensive Learning Ability Evaluation, which identifies your child’s strengths and areas of need. Based on the results, we recommend either 1-to-1 instruction or enrollment in Lindamood-Bell Academy. This personalized approach targets the root causes of learning difficulties, helping your child thrive. Schedule a Learning Ability Evaluation today to start their journey to success.

Discover more on our website or contact us today to learn how we can help your child thrive academically. Call 800-233-1819 to get started!

Understanding the Signs of Dyslexia

Dyslexia, Reading, ,

understanding the signs of dyslexia

 

Dyslexia is a learning difficulty that primarily affects reading and spelling. While children develop at their own pace, parents may notice when their child struggles with reading, especially compared to siblings or peers. Early identification and intervention are key to overcoming these challenges. By recognizing the signs of dyslexia early, parents can seek timely support that significantly boosts a child’s reading skills and confidence.

At Lindamood-Bell, we believe all individuals, including those diagnosed with dyslexia, can be taught to read and comprehend to their full potential. Our evidence-based, individualized instruction strengthens the sensory-cognitive processes essential for reading and comprehension success.

 

 

Our process begins with a comprehensive Learning Ability Evaluation to identify underlying learning challenges and gain a clear understanding of your child’s unique needs. Based on this evaluation, we create a personalized instruction plan designed to address the root causes of your child’s learning difficulties. Take the first step toward transforming your child’s future—schedule a Learning Ability Evaluation today.

 

Roan’s Story: A Journey to Reading Success for a Student with Dyslexia

Roan’s mother, Ruth, noticed early on that Roan struggled with reading. He would come home from school feeling frustrated and upset, often in tears. Shortly after, Roan was diagnosed with dyslexia and could not read even a single word.

Ruth turned to Lindamood-Bell for support, and after participating in our intensive online instruction, Roan was reading at grade level. His remarkable transformation highlights the impact of our approach.

Watch Roan’s story:  

 

Signs of Dyslexia

While reading avoidance and frustration are common signs of dyslexia, there are specific behaviors to look out for:

1. Sounding Out Words  

Students with dyslexia often struggle to decode words. They might skip or substitute sounds, leading to inaccurate reading. For example, a child may read “steam” instead of “stream.”

2. Sight Words  

Children with dyslexia may have difficulty remembering sight words such as “eye” and “thought.”

3. Reading Fluency  

Even when they can decode words, students with dyslexia may not read fluently. Their reading may sound choppy or disjointed, which can interfere with understanding the meaning of the text.

4. Spelling  

Spelling challenges often accompany dyslexia. Even if a student can spell phonetically, they may not remember the visual patterns of words (orthography).

 

One possible cause of these difficulties with reading and spelling is weak symbol imagery—the ability to visualize letters and words. A significant number of students—even those who have well-developed phonemic awareness—have difficulty rapidly perceiving sounds in words and are slow to self-correct their reading errors. Individuals of all ages can experience the symptoms of weak symbol imagery. 

This causes weakness in:

  • Memorizing sight words
  • Sounding out words
  • Orthographic awareness
  • Phonemic awareness
  • Contextual reading fluency
  • Orthographic spelling

Our instruction features the Seeing Stars program, which develops symbol imagery for reading and spelling. Long overlooked in reading research, symbol imagery is an important function that can now be assessed and developed.

 

How Reading Intervention Changes the Brains of Children with Dyslexia

Recent research titled “Rapid and widespread white matter plasticity during an intensive reading intervention” was published in the journal Nature. The study, from the Institute for Learning and Brain Sciences, University of Washington (UW), examined growth in reading skills and white matter in school-aged, struggling readers. Diffusion MRI data collected during eight weeks of Lindamood-Bell intensive instruction indicates that there were large-scale changes in white matter along with growth in reading skills. In addition, the study identifies white matter tracts that may predict the ease with which a child learns how to read.

signs of dyslexia in the brain

 

Dr. Jason Yeatman, one of the study’s researchers, says that although dyslexia is often thought of as permanent, the findings indicate that the targeted, intensive instruction leads to “substantial” improvements in reading skills and changes in the “underlying wiring of the brain’s reading circuitry.” Read more and access the full article here.

Find more independent research studies and references here. 

Symbol imagery—the ability to visualize letters and words— can be improved through targeted instruction. Improved symbol imagery changes how students read and spell, regardless of their ages or their struggles with literacy—including students with dyslexia. 

Numerous peer-reviewed articles based on studies examining the effectiveness of Lindamood-Bell instruction with dyslexic students have been published in scholarly journals – Summary of Behavioral & Neurological Research—Dyslexia.

 

Hope for Students with Dyslexia

At Lindamood-Bell, students receive individualized instruction using one or more of our evidence-based programs. The Seeing Stars program develops skills needed for phonological processing and orthographic processing in reading and spelling. Seeing Stars instruction can address the needs of students previously diagnosed with dyslexia. From 2008 to 2023, we worked with over 3,000 students who self-reported a dyslexia diagnosis. These students experienced large (statistically significant) improvements in reading accuracy, fluency, and comprehension after receiving Seeing Stars instruction.

The following shows the reading performance, pre- and post-instruction, of all students who self-reported as having a diagnosis of dyslexia.

 

Lindamood-Bell® Learning Center Results—Students with Dyslexia

research results for students with dyslexia

Years: Jan. 2008 – Dec. 2023

Number of Students: 3,034

Average Age: 10.2

Average Hours of Instruction:  123.9

Lindamood-Bell Instruction Implemented: Seeing Stars

On average, students with a prior dyslexia diagnosis who received Seeing Stars instruction achieved significant improvements in reading. They made large (statistically significant) standard score changes on seven of eight measures. Vocabulary was not a targeted measure of instruction. The 20-point percentile increase in Word Recognition put these students well within the normal range (25th–75th percentile). The large average standard score change in Paragraph Reading Accuracy should also be noted.

Find additional Learning Center data, including growth made by students with ADHD, Specific Learning Disabilities, and Autism here.

 

Help for Dyslexia at Lindamood-Bell

instruction for students with signs of dyslexia

At Lindamood-Bell, we offer individualized, evidence-based instruction to help students with reading difficulties, including those diagnosed with dyslexia. Whether your child is newly diagnosed or has struggled for years, we believe dyslexia doesn’t have to be a lifelong challenge. For over 35 years, our sensory-cognitive approach has provided hope and lasting results, helping students overcome their reading challenges. We can help your child reach their full potential—learn more about our programs today. Call us at 800-233-1819 or request information.

Understanding Language Processing Disorders

Instruction, Learning Difficulties

Language processing disorders are communication challenges that interfere with an individual’s ability to understand and use language effectively. As part of a broader range of speech and language processing difficulties, these disorders can impact comprehension, expression, and following directions. People with language processing disorders often struggle to participate fully in conversations or to grasp written text. Recognizing the nature of these challenges is essential for improving communication skills. At Lindamood-Bell, we are committed to providing personalized support and evidence-based instruction that helps learners reach their full potential. With extensive experience working with individuals diagnosed with language processing disorders, we tailor our instruction to meet each learner’s unique needs.

 

What Is Language Processing?

Language processing is a cognitive act, referring to the brain’s ability to interpret, understand, and produce language. As renowned cognitive psychologist, Dr. Allan Paivio explained, thinking involves the activity of two distinct cognitive subsystems, a theory he termed Dual Coding Theory. Dual Coding Theory proposes that human cognition utilizes two distinct systems for processing language: a verbal system (imagery) and a nonverbal system (imagery). The interplay of verbal and nonverbal information enhances comprehension, problem-solving, critical thinking, and all learning outcomes. 

Language processing disorders disrupt these systems, resulting in challenges with understanding language, following complex instructions, and expressing thoughts clearly.

It’s important to distinguish language processing disorders from other communication challenges, such as speech articulation issues or social communication disorders. While those may involve difficulties with sound production or social interaction, language processing disorders affect a person’s ability to understand and use spoken or written language. Typical symptoms of language processing disorder include trouble with multi-step instructions, misinterpretation of verbal or written information, and difficulties with vocabulary and grammar.

A common myth is that language processing disorders result from limited language exposure, suggesting that children will simply ‘outgrow’ them. In reality, these are neurological conditions that typically require targeted intervention. Another widespread misconception is that language processing difficulties reflect low intelligence. In fact, many individuals with these challenges have average or above-average intelligence. Understanding these distinctions is essential for providing meaningful and effective support.

 

Types of Language Processing Disorders

Language processing disorders encompass a variety of challenges that can affect communication. The most prevalent types are expressive language disorder and receptive language disorder.

Expressive Language Disorder:

Expressive language disorder involves difficulty in verbal or written expression, often manifesting as limited vocabulary, sentence construction challenges, or trouble articulating thoughts. Individuals may have difficulty retrieving the right words, which can lead to frustration and negatively affect social interactions.

Receptive Language Disorder:

Receptive language disorder, by contrast, involves difficulty understanding and processing spoken language. Individuals may struggle to follow directions, comprehend questions, or interpret the meaning of conversations. These challenges can impact academic performance and social interaction, as understanding language is essential for effective communication and learning.

At Lindamood-Bell, we develop language comprehension through intensive, one-to-one instruction that builds the foundational sensory-cognitive skills vital for understanding and expression. The Visualizing and Verbalizing® program develops concept imagery—the ability to create mental representations from oral and written language—which is necessary for comprehension and critical thinking.

Central Auditory Processing Disorder (CAPD):

Additionally, central auditory processing disorder (CAPD) is closely related to language processing disorder. CAPD affects how the brain processes auditory information, making it difficult for an individual to distinguish and manipulate sounds, skills that are foundational to reading. This can lead to struggles with phonemic awareness, decoding, and fluency.

At Lindamood-Bell, we address reading challenges like these through intensive, one-to-one instruction that develops the sensory-cognitive skills essential for reading success. The Seeing Stars® program helps students with CAPD strengthen their ability to perceive sounds, decode words, and become more accurate and fluent readers.

Many students diagnosed with CAPD have made significant gains through our approach—see their progress here.

Although CAPD primarily affects sound interpretation, it can also impact language comprehension and expression. Individuals with CAPD may struggle to distinguish between similar-sounding words or follow spoken instructions, leading to difficulties in receptive and expressive language.

Understanding these types of language processing problems is essential for identifying specific needs and providing appropriate support. Lindamood-Bell offers tailored instruction to address many of these challenges.

 

Identifying Symptoms of Language Processing Disorders

Language processing disorders can manifest in various ways, affecting children and adults. Common signs include difficulty understanding spoken language, trouble following directions, and challenges with word retrieval. Children may struggle with vocabulary development and sentence construction, while adults might find it hard to participate in conversations or comprehend complex instructions.

The impact of language processing disorders on academic performance can be significant. Students often face challenges in reading comprehension, writing, and verbal communication. They may struggle to grasp text meanings or express thoughts clearly in written assignments, leading to frustration and decreased motivation in school settings.

Certain behaviors may also indicate a language processing disorder. For example, children might become frustrated or avoid talking altogether when asked to speak. Adults may shy away from situations that involve verbal communication, which can lead to social withdrawal. Recognizing these patterns early is essential for getting the proper support. Lindamood-Bell offers individualized instruction that builds language comprehension skills and improves academic performance, helping every student reach their full potential.

 

Support from Lindamood-Bell for Language Processing Disorders

Often, individuals diagnosed with language processing disorders have underlying weaknesses in concept imagery—the ability to create mental representations from oral and written language—and symbol imagery—the ability to auditorily perceive and mentally image the sounds and letters within words. At Lindamood-Bell, our personalized instruction is designed to address these underlying weaknesses directly, helping students develop the foundational skills they need to understand and express language with confidence, both in school and in life.

We use evidence-based programs that address the sensory-cognitive skills essential for reading and comprehension. Our instruction has been proven to improve outcomes for individuals with language and speech processing difficulties. Through targeted instruction and individualized support, students strengthen their ability to process language, which leads to better comprehension, communication, and overall learning success. Our instructional team delivers personalized, one-to-one support using proven strategies that empower each student to thrive.

A powerful example of this success is Andrew’s story. Andrew faced daily struggles with schoolwork and following directions related to his central auditory processing disorder. His mother turned to Lindamood-Bell for help, and everything changed. With our sensory-cognitive instruction, Andrew improved his oral and written language comprehension, using mental imagery to support understanding. Today, he’s thriving in school and beyond.

Watch Andrew’s story here: A Student with CAPD Thrives at School

If you are seeking support for a language processing disorder, we’re here to help. Contact us to learn how our individualized instruction can make a meaningful difference.
To get started, get in touch or call (800) 300-1818

The Benefits of Reading Every Day

Helpful Tips, Reading

 

The benefits of reading every day are numerous, impacting various aspects of life for individuals of all ages. Whether your student is immersed in fiction, non-fiction, or poetry, consistent reading enriches their learning experience. The more they read, the more they expand their vocabulary, sharpen their comprehension skills, and gain a deeper understanding of the world. Whether they are diving into books or exploring other written materials, the positive impact of daily reading is both extensive and transformative.

 

At Lindamood-Bell, we recognize the importance of reading as a cornerstone of lifelong learning and personal growth. Our programs are designed to improve reading and comprehension skills, empowering your student to excel academically and beyond.

 

“Why Can’t I Skip My 20 Minutes of Daily Reading Tonight?”

reading every day

In the hustle and bustle of daily life, it’s easy to dismiss the importance of spending just 20 minutes a day reading. However, this small habit can significantly impact your child’s academic journey and future success. 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:

reading every day benefits you

By the end of 6th grade, Student “A” will have read the equivalent of 60 whole school days. Student “B” will have read only 12 school days, and Student “C” will have read the equivalent of just three days. The differences in their academic and personal growth can be profound.

So, why can’t your student skip those 20 minutes of reading tonight? Because those 20 minutes are an investment in their future. The student who reads more learns more. They acquire a broader vocabulary and a deeper understanding of the world and improve comprehension. These advantages translate into greater success not just in school but in life. So, the next time you’re tempted to let your student skip reading, remember that the small, consistent effort adds up to big rewards.

Consider this: A student who reads for 20 minutes daily will accumulate 3,600 minutes of reading time over a school year, encountering around 1,800,000 words. In contrast, a student who reads for just five minutes daily will only read 900 minutes and about 282,000 words in the same period. The difference profoundly impacts their vocabulary, comprehension, and overall academic achievement.

Download your own Daily Reading flyer as a reminder to build healthy reading habits and to show your student why it is so important.

 

The Impact of Daily Reading

daily reading

Reading daily offers numerous benefits, impacting cognitive abilities, language skills, and overall understanding of the world. Teachers often recommend 20 minutes of reading daily as a simple yet powerful way to build these essential skills. Whether your child is just beginning to read or you’re encouraging your student to expand their knowledge, daily reading can significantly enhance their life. 

Broader Vocabulary


Daily reading exposes your student to a diverse range of vocabulary, sentence structures, and writing techniques. This not only expands their word knowledge but also enhances their writing and communication skills. Whether they’re diving into complex novels or informative articles, each encounter with new words enriches their language abilities, making it easier for them to express themselves clearly and effectively in both speech and writing.

 

Improved Comprehension Skills


Regular reading strengthens your student’s comprehension skills, enabling them to understand better and engage with complex texts. As they explore various genres and topics, they develop the ability to decode meaning, infer themes, and connect ideas within and across different pieces of writing. These skills are crucial for academic success and play a key role in making informed decisions in everyday life.

 

Deeper Understanding of the World


Reading expands your student’s perspective by exposing them to different cultures, ideas, and experiences. Through books and articles, they gain insights into diverse ways of thinking and living, which broadens their worldview. This deeper understanding fosters critical thinking, allowing your student to form well-informed opinions and engage thoughtfully with the world around them.

 

The Academic Impact of Daily Reading

 

Daily reading benefits cognitive abilities and language skills and significantly impacts your student’s academic success. As your student reads regularly, they

  • Develop strong reading skills, such as decoding and comprehending written text,
  • Enhance their critical thinking and problem-solving abilities, and
  • Improve overall academic performance by expanding their knowledge base and vocabulary.

 

Helping Reluctant Readers

help with reading and daily reading

Does your child seem to avoid reading at all costs, opting for any other activity instead? Are you constantly urging them to sit down and read, whether for school or for fun? Maybe they’ve even expressed a dislike for reading. For parents of reluctant readers, establishing a daily reading habit can be challenging, but even small efforts can lead to meaningful progress. The key is to identify and address the underlying reasons for your child’s reluctance—boredom with the material, difficulty understanding what they’re reading, or issues with reading skills.

Encourage Reading with Your Child’s Interests


Choose books that align with your child’s interests and consider pairing them with related activities. For example, if your child loves animals, visit the library after a zoo trip to find animal-themed books. This makes reading more engaging and relevant.

 

Promote a Positive Reading Environment


Set aside quiet times for reading and model this behavior yourself. Make sure reading is seen as a pleasant, shared family activity rather than a punishment. If there’s no school reading assigned, let your child choose their own books, like comic books, which can lead to new interests.

 

Address Comprehension and Decoding Issues


If your child struggles with understanding or decoding, they may need additional support. Weak concept imagery or difficulties with visualizing letters can affect reading. Identifying and addressing these issues is crucial to helping your child become a more confident and independent reader.

Ready to embark on your child’s learning journey? Read on to discover how our programs can support your student’s reading development and unlock their full potential. 

 

Improve Reading Comprehension and Learning Skills at Lindamood-Bell

help with reading at Lindamood-Bell

At Lindamood-Bell, we help students develop the skills necessary for effective reading and comprehension, ensuring they can fully enjoy the benefits of daily reading. Our unique, evidence-based instruction develops the sensory-cognitive processes necessary for reading and comprehension. Identifying and strengthening underlying sensory-cognitive processing issues can completely change your student’s learning skills. With these improved reading and comprehension skills, your student can experience a whole new world of rewarding and enjoyable reading. They will be able to understand and engage with texts more deeply, making reading a truly enriching experience.

Ready to embark on your child’s learning journey? Lindamood-Bell is here to support you. Our Learning Center will develop an individualized program of targeted instruction to help your child read and comprehend to their potential. Contact us or call 800-233-1819 to learn more and get started!

 

 

5 Key Strategies for Effective Reading Intervention at Your School

For Schools, Professional Development, Reading, , , ,

strategies for effective reading intervention

Since 1986, Lindamood-Bell has partnered with educators and school systems to boost student achievement through professional development and evidence-based reading intervention. As an industry leader, we have helped struggling readers, including students with dyslexia, make meaningful gains in reading skills.

Over the years, our collaborations have revealed key lessons and effective strategies for launching successful literacy initiatives. These partnerships have produced significant growth in reading achievement, maintained high-quality instruction with strong program fidelity, and proven scalable and sustainable over time.

Below, we share five strategies designed to help district and school leaders implement comprehensive literacy plans, including targeted interventions for struggling readers and students with dyslexia. Each strategy includes practical tips and takeaways educators can put into practice right away.

 

1. Use Reading Interventions Based on the Cognitive Science of Learning

reading intervention

Effective reading interventions address more than just the components of reading, such as phonemic awareness, phonics, word recognition, fluency, vocabulary, and comprehension. At Lindamood-Bell, we focus on the sensory-cognitive processes that underlie reading proficiency. This imagery-language foundation integrates phonemic awareness (the ability to perceive the identity, number, and sequence of sounds within words), symbol imagery (the ability to create mental imagery for sounds and letters within words), and concept imagery (the ability to image a gestalt—whole–for oral and written language). By addressing these interconnected processes, we help students develop the fluency and comprehension needed for independent reading.

Tips and Takeaways

  • Make imagery an explicit part of learning by prompting students to notice and describe what they see or hear in words and text.
  • Use symbol imagery exercises to build phonemic awareness and orthographic mapping through sound and letter manipulation.
  • Reinforce vocabulary by encouraging students to create detailed mental images that support understanding and recall.
  • Struggling readers, students with significant literacy gaps, or those with a diagnosed learning disability such as dyslexia or CAPD may need high-dosage intervention to develop the phonemic awareness, symbol imagery, or concept imagery necessary for reading proficiency.

 

2. Provide Reading Intervention Training and Teacher Resources

reading intervention training

Supporting educators is essential to successful reading intervention. Professional development helps teachers build expertise in strategies that support diverse learners. We offer live online workshops and in-service training led by experienced instructors, focusing on evidence-based approaches that educators can implement immediately.

Ongoing professional learning increases teacher confidence in tailoring instruction to individual student needs. 

Tips and Takeaways

  • Offer a variety of professional development options, including live workshops and on-demand training, to meet teachers’ needs and schedules.
  • Encourage continuous learning with resources teachers can use independently to reinforce workshop content.
  • Promote confidence and skill growth with ongoing coaching so teachers can better support students with reading challenges.

 

3. Differentiate Reading Interventions to Target Specific Needs

individualized reading intervention

Students bring a wide range of strengths, challenges, and learning profiles to the classroom, especially when it comes to reading. Because of this diversity, one-size-fits-all reading interventions often fall short of addressing each learner’s specific needs. To better support all students, schools should assess and prioritize which reading components require the most attention for each individual, whether that’s phonemic awareness, phonics, sight word recognition, fluency, or comprehension. Daily formative assessments allow educators to track progress closely and tailor instruction to where it’s needed most.

Instead of grouping students based on scheduling convenience, grouping them by similar skill needs can make interventions more targeted and effective. For instance, students whose primary difficulty lies in comprehension benefit from specialized strategies that go beyond decoding instruction alone. Teachers can also respond to student errors with varied questioning techniques, which foster self-monitoring, deeper reflection, and greater independence as readers.

Tips and Takeaways

  • Group students strategically based on their specific skill needs.
  • Identify comprehension weaknesses separately from decoding skills and provide focused reading intervention.
  • Use daily formative assessment and adjust instruction based on student responses.
  • Employ varied questioning techniques to meet students where they are developmentally.
  • Guide students in self-correcting to build independence and confidence.

 

4. Ensure Reading Interventions Are High-Dosage

high-dosage reading intervention

Intensive, high-dosage reading intervention is necessary to close literacy gaps, especially for struggling readers and students with dyslexia. Instruction should be scheduled daily, with moderate needs receiving 45–60 minutes and more significant challenges receiving 90 minutes or more per session.

Repeated, focused practice in small groups or one-on-one settings helps build the cognitive pathways required for fluent, independent reading. Schools can support this by prioritizing reading intervention time, setting high expectations, and providing tutoring options during or beyond the school day.

Tips and Takeaways

  • Design schedules to provide frequent, focused practice on targeted skills.
  • Use small groups or individual instruction to increase intensity and accelerate progress.
  • Prioritize high-dosage tutoring, including options during summer or after school.
  • Train support staff to deliver consistent, effective reading intervention.

 

5. Develop a Shared Leadership Vision

reading intervention in schools

Strong leadership at both district and school levels is foundational to the success of literacy initiatives. Engaging all stakeholders—including principals, supervisors, curriculum directors, and instructional specialists—in clear roles and expectations ensures program fidelity and continuous improvement.

Instructional leadership requires leaders to understand reading intervention content, prioritize literacy, and provide feedback that supports teacher growth. A shared vision also establishes high expectations for all students, including those with learning challenges, fostering commitment to quality instruction across the system.

Tips and Takeaways

  • Develop multi-year literacy plans to allow piloting, scaling, and refining reading interventions over time.
  • Build leadership capacity by involving key leaders in professional development and establishing clear criteria for monitoring instruction.
  • Promote collaboration among all stakeholders to break down silos and enhance resource use.
  • Encourage regular communication between general and special education staff to better serve diverse learners.

 

Strengthening Reading Intervention Through Professional Development

reading intervention professional development


These five strategies provide an evidence-based framework for improving literacy skills among struggling readers. When implemented with fidelity and supported by strong leadership and professional development, reading interventions can be scaled sustainably to benefit all students. 

At the heart of Lindamood-Bell professional development are evidence-based programs authored by our founders, including the Seeing Stars® program. Designed to develop symbol imagery, Seeing Stars addresses one of the most common challenges for struggling readers—difficulty recognizing letters and words to support accurate and fluent reading. This sensory-cognitive approach helps students improve decoding, word recognition, and fluency.

Through Lindamood-Bell Professional Development, educators learn how to implement reading interventions effectively with their students, in classrooms, small groups, or one-to-one. Lindamood-Bell offers a range of professional learning options to meet diverse school needs: live online workshops that combine research, theory, and guided practice; in-service workshops conveniently scheduled in person or live online; and job-embedded coaching, where our experienced instruction team collaborates directly with teachers to refine instruction and ensure strategies are integrated into daily teaching.

For schools and districts seeking comprehensive support, Lindamood-Bell also partners on full-school and district-level initiatives. These partnerships often begin with baseline assessments to identify student needs and set measurable goals. Throughout the partnership, Lindamood-Bell provides ongoing professional development, classroom observations, and coaching sessions to help educators maintain instructional fidelity and adapt strategies to changing student needs. Regular data reviews help leadership teams monitor student progress and make informed decisions about instruction.

By including programs authored by our founders, such as Seeing Stars, in a multi-tiered support system, schools can deliver targeted interventions for students with significant reading challenges while strengthening overall literacy instruction for all learners. The focus on sensory-cognitive processing aligns with principles from cognitive science, offering a complementary approach alongside other evidence-based reading practices.

Through these professional development opportunities— workshops, coaching, or long-term partnerships—educators gain practical tools, confidence, and expertise to help students become stronger, more independent readers. This comprehensive support builds internal capacity within schools and fosters a culture where literacy growth is sustainable and scalable. Together, we can help every student, including those with dyslexia or persistent reading difficulties, achieve their potential as readers. 

To explore these ideas in greater depth, download the extended version of this article, “5 Essential Strategies for an Effective Literacy Intervention,” available as a free digital resource in our Toolkit for Educators.

To learn more about Lindamood-Bell’s impact in schools, visit Lindamood-Bell School Results. For more information or to get started, contact us or call 800-233-1819.

School Designed for Your Child!

Academy, Specials

 

Lindamood-Bell Academy is ready to customize a program that works best for your child. We offer premium, evidence-based instruction aligned to your child’s specific needs. 

Our one-of-a-kind school provides a dynamic, positive environment with dedicated, engaging teachers for the maximum success your child deserves.

Nathan used to hate going to school. He was behind and discouraged. But after enrolling at Lindamood-Bell Academy, his mom happily reports that “He’s just about at grade level in everything now. It’s been life-altering for him!”

 

 

See other stories about real students of the Academy here. Explore our research and learning results for evidence of the success of the Lindamood-Bell programs and approach. 

 

Enroll now for the next school year and receive 20% off a month of tuition!* 

*To qualify, the student must enroll for the full school year by August 31st. The 20% discount will be applied to the final month of tuition in May 2026.

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

 

A Reading Program That Works for Struggling Readers

Learning Centers, Learning Difficulties, Reading, , , ,

reading program for struggling readers

 

Reading is a foundational skill that not only shapes academic achievement but also a student’s confidence and self-esteem. At Lindamood-Bell, we believe that all individuals can learn to read and comprehend to their potential. Our instruction for struggling readers is based on programs authored by our founders. It offers a personalized, evidence-based approach that ensures every student receives the focused attention they need to succeed. By identifying and addressing the underlying causes of reading difficulties, our instruction helps build essential skills and enables students to discover the joy of learning. Learn how our approach can transform struggling readers into confident, independent learners.

 

Understanding Struggling Readers

understanding reading struggles

Students who struggle with reading may exhibit signs such as poor phonemic awareness, difficulty decoding words, and poor fluency. These challenges often lead to frustration and reduced confidence in the classroom. Without the right support, reading difficulties can affect academic performance across all subjects and hinder a child’s willingness to engage.

Another common issue is difficulty remembering sight words or spelling words correctly. Some students may spell phonetically and sound out words accurately, yet struggle to recognize those same words moments later in connected text. This is often the result of weak symbol imagery—the ability to visualize letters and sounds within words.

Symbol imagery is critical for orthographic awareness, which is recognizing and remembering the visual patterns of words. Students with weak symbol imagery often:

  • Struggle to memorize sight words
  • Have trouble with orthographic (visual) spelling
  • Sound out words accurately, but fail to recognize them later
  • Show inconsistent fluency and slow self-correction
  • Experience difficulty in contextual reading

At Lindamood-Bell, we specialize in delivering individualized instruction using evidence-based reading programs for struggling readers developed by our founders. Our approach is designed to strengthen the sensory-cognitive skills that underlie reading, including symbol imagery, to support lasting success.

 

How Our Instruction for Struggling Readers Works

instruction and tutoring for reading struggles

At Lindamood-Bell, we understand that struggling readers need more than extra practice. They need evidence-based instruction tailored to their unique needs. Our instruction is grounded in a deep understanding of the sensory-cognitive processes that underlie reading. Using programs developed by our founders, we provide engaging instruction that develops foundational reading skills such as phonemic awareness and symbol imagery.

Each student begins with a comprehensive learning ability evaluation to determine their strengths and specific areas for growth. Based on the results, we create an individualized learning plan that targets the skills most in need of development. This highly personalized approach ensures that students gain meaningful progress with each instructional session.

Sessions are interactive and engaging, designed to make learning both effective and enjoyable. Through one-to-one instruction, students stay motivated while building the confidence needed to take on academic challenges.

 

Success Stories: Transforming Struggling Readers

help for struggling readers

Over the years, we’ve helped thousands of students find success through instruction based on the reading programs developed by our founders. We’re proud to share stories from families who have seen remarkable growth in their children’s reading abilities and enthusiasm for learning.

One such student is Alyssa, who was falling behind in reading and struggling in school. After receiving personalized instruction at Lindamood-Bell, Alyssa gained the tools and confidence to thrive.

Watch Alyssa’s story:

 

Many parents share their stories of how Lindamood-Bell instruction has helped their children become more engaged in school, more independent, and excited about reading, often for the first time. The impact goes far beyond academics—it helps spark a lifelong love of learning.

 

Why Our Approach to Reading Instruction Works for Struggling Readers

reading instruction and support for struggling readers

At Lindamood-Bell, our instruction is guided by decades of research and real-world results. The reading programs developed by our founders target the sensory-cognitive skills most essential for learning to read. One key component of our instruction is the Seeing Stars® program, developed by Lindamood-Bell co-founder Nanci Bell.

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

  • Orthographic awareness
  • Phonemic awareness
  • Word attack and recognition
  • Spelling
  • Contextual reading fluency

Symbol imagery is vital to developing the automaticity and fluency that confident readers rely on. Even students with strong phonemic awareness can struggle to establish a reliable bank of sight words or read fluently in context if symbol imagery is weak. Fortunately, symbol imagery can be assessed and developed with the right instruction.

Instruction is provided one-to-one and customized to each student’s pace and learning profile. Whether in person at a Learning Center or online, students receive the same high-quality experience, making our approach effective and accessible for busy families.

Choosing Lindamood-Bell means joining a supportive, collaborative community. We work closely with families, offering regular updates, strategy sessions, and expert guidance to help support learning at home. Our team is committed to student success and to providing encouragement at every step of the journey.

 

Getting Started with a Reading Program for Struggling Readers

reading program for reading problems

Getting started is simple: call us at 800-300-1818 or contact us online. We’ll discuss solutions for your child’s specific reading difficulties and explain how our instruction can help build the skills they need to succeed. Our learning experts are ready to help answer your questions. Get in touch today! 

Next, we conduct a thorough evaluation to identify your child’s learning strengths and needs. Based on this assessment, we design a customized instruction plan that targets the areas where your child needs the most support. You’ll receive a detailed summary of our findings and recommendations for the next steps.

To support families everywhere, we offer live, one-to-one online instruction. Our virtual students make gains comparable to those attending in person, and the flexible format fits easily into busy schedules.

At Lindamood-Bell, we’re passionate about helping every student succeed. Our instruction empowers students with the skills and confidence they need to thrive in school and beyond.

Start your journey with us today and watch your child thrive!

Get in touch or contact your local learning center today! 

Seeing Stars® Recognized by IES What Works Clearinghouse: A Milestone for Evidence-Based Reading Instruction

For Schools, Professional Development, Reading, ,

 

The Seeing Stars®: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling program, authored by Lindamood-Bell co-founder Nanci Bell, has earned a place on the What Works Clearinghouse (WWC), a trusted resource established by the Institute of Education Sciences (IES). This recognition is a significant milestone for educators, administrators, and families seeking effective, research-supported reading interventions.

 

What Is the What Works Clearinghouse?

The What Works Clearinghouse (WWC) is an initiative of the U.S. Department of Education designed to identify evidence-based education programs and practices. It reviews rigorous research studies using transparent and standardized criteria, helping schools make data-informed decisions about instruction.

Inclusion in the What Works Clearinghouse means that a program has been evaluated for effectiveness and that its research meets high standards for quality and rigor.

 

What Is the Seeing Stars® Program?

Seeing Stars® focuses on strengthening 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. The program targets students who struggle with reading fluency and spelling, including those with dyslexia or other language-based learning challenges.

Key features of Seeing Stars include:

  • Multisensory instruction (visual, auditory, kinesthetic)
  • Emphasis on symbol imagery for decoding and spelling
  • Structured, cumulative skill development
  • Intensive, individualized intervention model

 

How Does Seeing Stars® Differ From Other Reading Programs?

Seeing Stars develops symbol imagery as a foundational skill for reading. Often a critical missing piece in popular 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.

 

Why What Works Clearinghouse Recognition Matters

Being listed in the WWC validates Seeing Stars as a research-supported intervention. Educators, intervention specialists, and school leaders can now reference the program as an evidence-based option when designing literacy improvement plans or applying for federal and state funding.

According to the What Works Clearinghouse summary of research:

  • The Seeing Stars program demonstrated potentially positive effects on reading fluency and comprehension, key components of literacy success.
  • The reviewed studies met moderate to high standards of evidence, with measured gains in students’ ability to decode and read fluently.

 

Implications for Schools and Educators

Schools are increasingly required to use evidence-based interventions under policies such as the ESSA (Every Student Succeeds Act). With Seeing Stars now included on the What Works Clearinghouse, districts can:

  • Confidently adopt the program as part of Tier 2 or Tier 3 interventions in MTSS/RTI frameworks;
  • Justify funding requests for targeted literacy support; and
  • Integrate the program into special education and dyslexia services.

 

What Works Clearinghouse Endorses Seeing Stars

The inclusion of Seeing Stars on the IES What Works Clearinghouse is a testament to the program’s impact on students with reading difficulties. It bridges the gap between cognitive science and classroom practice, empowering educators with tools to help all learners become fluent, confident readers.

As schools continue to prioritize literacy, evidence-based programs like Seeing Stars will play a crucial role in building strong foundational skills—one visualized word at a time.

See more evidence of effectiveness for Seeing Stars.  

 

Another program authored by Lindamood-Bell’s founders is also included on the What Works Clearinghouse list: 

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

 

Evidence-Based Solutions for Educators at Lindamood-Bell 

Lindamood-Bell’s proven professional development equips educators with the skills they need to differentiate instruction, enhance student engagement, and support struggling readers with research-backed best practices.

Schedule a brief phone call with a program expert to learn more about Lindamood-Bell and our work with schools.    

What Is ADHD and What Is Its Relationship to Learning? Insights for Parents

ADHD, Learning Difficulties, ,

 

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects both children and adults, often presenting as persistent patterns of inattention, hyperactivity, and impulsivity, all of which may impact learning. Specifically, ADHD can further complicate learning to read and comprehend. Individuals with ADHD often face challenges in maintaining focus, completing tasks, and managing impulses, impacting their academic, social, and personal lives. 

But what is ADHD, exactly? Understanding this condition is key to providing effective support and tailored interventions. At Lindamood-Bell, we recognize the unique obstacles individuals with ADHD face and are committed to offering personalized interventions to enhance learning and academic development for those diagnosed with ADHD. In the following sections, we’ll explore what ADHD is, its relationship to learning, how it affects learning, available support options, and how to help improve learning outcomes for those with ADHD and other learning challenges. 

 

Overview of ADHD

What is ADHD? Symptoms and Signs of ADHD

The Centers for Disease Control and Prevention (CDC) reports that attention-deficit/hyperactivity disorder (ADHD) affects approximately 11% of school-aged children in the United States, with symptoms often persisting into adulthood. The condition is diagnosed more frequently in boys than in girls, though research suggests that girls may be underdiagnosed due to differences in how symptoms present. Lindamood-Bell is dedicated to helping individuals with ADHD thrive in their educational journeys, should they also have learning challenges.

ADHD is classified into three types: Inattentive, Hyperactive-Impulsive, and Combined. 

Inattentive ADHD: 

The Inattentive type involves difficulties in sustaining attention and completing tasks, leading to careless mistakes. 

Hyperactive-Impulsive ADHD:

The Hyperactive-Impulsive type is characterized by excessive fidgeting, restlessness, and impulsive behavior. 

Combined ADHD:

The Combined type includes symptoms from both inattentive and hyperactive-impulsive categories, presenting a more complex challenge.

 

More About the Symptoms of ADHD

common symptoms of ADHD

Common signs of ADHD include inattention, hyperactivity, and impulsivity. In children, this may manifest as difficulty focusing on tasks, excessive talking, or an inability to sit still. Adults may experience challenges with organization, time management, and maintaining attention in conversations or activities. These symptoms can vary in intensity and may change as a person ages.

The impact of ADHD symptoms on daily life can be profound. For children, struggles with attention and impulse control can lead to reading and academic difficulties as well as challenges in forming relationships with peers. They may struggle to complete homework or follow classroom instructions, affecting their self-esteem and motivation. For adults, the consequences may include challenges in the workplace, difficulties managing responsibilities at home, and strained relationships, leading to feelings of frustration, anxiety, and low self-worth. When coupled with reading difficulties, these issues may be further complicated.

Recognizing the signs of ADHD is the first step toward seeking appropriate support and intervention. Early identification and intervention can significantly improve symptoms and overall functioning. At Lindamood-Bell, we understand how ADHD can affect learning, making it harder for students to access their full potential. That’s why we offer differential instruction and customized interventions designed to help individuals address the causes of their difficulties.

 

How Does ADHD Impact Learning?

how does ADHD impact learning

ADHD can significantly affect a student’s ability to learn by secondarily affecting their sensory-cognitive skills and challenging essential skills like focus, organization, and time management. Likewise, difficulty in learning may contribute to ADHD-type behaviors. If a deficit in reading and comprehension is diagnosed, attentional issues may be experienced. Many students with ADHD struggle to keep track of assignments, stay attentive during lessons, such as critical reading instruction, and plan effectively, making academic success more difficult.

Although ADHD is not classified as a learning disability, research shows that 30–50% of children with ADHD also have a specific learning disability, adding another layer of complexity to their educational experience. At Lindamood-Bell, we recognize that for some students, difficulties with decoding words or understanding oral and written language may additionally impact their ability to attend in the classroom. Our specialized instruction focuses on building the necessary sensory-cognitive foundational skills for reading and comprehension, enabling students to achieve success in their educational journey. Overall, we adhere to a Cognitive Science of Learning model to address the collective needs of individuals. 

Qualified staff, support, and accommodations are necessary to support students with ADHD and learning issues. Tailor-made interventions, especially where language and cognitive processing issues are concerned, are also required to address these challenges. This is especially true where learning to read is necessary. 

 

Co-Occurrence of ADHD and Other Learning Disabilities–What’s the Evidence?

ADHD and other learning disabilities

Comorbidity is the simultaneous occurrence of two or more chronic issues in an individual. The co-occurrence of ADHD and multiple learning disorders presents additional challenges for children, affecting both their academic performance and overall development. The connection between ADHD and reading difficulty, especially dyslexia, is notable. In the study “Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia” by van Bergen, de Zeeuw, et al, researchers used data from over 19,000 twin children and 2,150 siblings in the Netherlands Twin Register to investigate the intertwined nature of ADHD, dyslexia, and dyscalculia. The study findings suggest that while these conditions often co-occur, the majority of affected children have only one.  However, approximately 25% of children with one condition also have another. Children with ADHD were found to be 2.7 times more likely to have dyslexia. The study underscores that co-occurrence is due primarily to overlapping genetic influences, not direct causal relationships.

This finding has important implications for educational and clinical practice: treating ADHD alone where there are co-occurring learning issues is unlikely to improve academic outcomes, and addressing only learning difficulties will not necessarily alleviate ADHD symptoms, but it may if the learning difficulties are remediated. Interventions should target each condition individually while maintaining a holistic understanding of the child’s overall needs.  

Lindamood-Bell has been at the forefront of addressing and treating the co-occurrences of learning difficulties associated with ADHD in the children we serve. When we have examined how students with ADHD, language or cognitive processing deficits, or both conditions, perform before instruction, students with both ADHD and dyslexia may have significant difficulty with the basic building blocks of reading, what we refer to as sensory-cognitive processing. Sounding out words and/or imaging the letter sequences of letters in words, or visualizing concepts critical for language comprehension, may present additional difficulties. The students with ADHD exhibit more difficulties understanding what they read and with vocabulary development, skills that rely heavily on attention.

These findings highlight that each child’s profile is unique. Some may benefit most from support in decoding and fluency, while others may need additional help with comprehension and vocabulary development. Tailoring instruction to meet these individual needs can help every student succeed, including students with ADHD.

 

Lindamood-Bell’s Experience with ADHD

ADHD help at Lindamood-Bell

Lindamood-Bell has provided diagnoses and interventions to over 28,000 students using our sensory-cognitive programs, Seeing Stars and Visualizing and Verbalizing (V/V). Of these,  7,022 students (25%) who sought our intervention services had a prior ADHD diagnosis.

Over 10,000 students received intervention for decoding-only difficulties, 23% (2,440) of whom had ADHD. Among these, 53% also had a co-occurring dyslexia diagnosis. Given that some students with learning issues were also diagnosed with ADHD, as would be expected, they received more instructional hours on average than those without. Students with both ADHD and learning issues showed significantly different pretest profiles across all reading measures, such as accuracy, fluency, phonemic awareness, symbol imagery, word recognition, word attack, comprehension, and vocabulary. Despite these baseline differences, both ADHD and non-ADHD students demonstrated statistically significant gains on all measures after the Seeing Stars intervention, with large standard score gains in 7 of 8 areas.

Over 6,600 students received intervention for comprehension-only difficulties, with 27% (1,783) diagnosed with ADHD. Again, students with ADHD averaged more instructional hours and had significantly different pretest profiles in accuracy and fluency. Nonetheless, both groups showed statistically significant growth in comprehension following the Visualizing and Verbalizing intervention.

Additionally, more than 7,700 students received intervention for both decoding and comprehension difficulties, 28% (2,136) of whom had ADHD. Among these, 36% also had a dyslexia diagnosis. Again, ADHD students required more hours on average and had significantly different pretest profiles in accuracy, fluency, phonemic awareness, symbol imagery, and word recognition. However, after combined Seeing Stars and Visualizing and Verbalizing instruction, ADHD and non-ADHD students showed statistically significant gains across all reading measures.

 

Support for ADHD

support for ADHD

Helping students with ADHD succeed requires a comprehensive approach that addresses their unique learning needs. Effective remediation involves very specific diagnostic procedures and interventions along with structured environments, clear and consistent instructions, and customized multisensory learning.

Collaboration between parents, teachers, and educational professionals is key to creating a strong support system. Parents advocate for their child’s needs, sharing Lindamood-Bell insights on effective home strategies, while we implement individualized learning plans that can address challenges and leverage strengths while working towards remediation. This teamwork ensures that students with ADHD receive the targeted support they need.

Our evidence-based transformative approach begins with a comprehensive Learning Ability Evaluation, which identifies underlying learning issues and clearly explains how to best support each student. Based on these insights, we design personalized instruction plans that target the root causes of learning difficulties, helping students build essential skills and confidence.

Discover how Lindamood-Bell can make a lifelong difference in your child’s education. Schedule a Learning Ability Evaluation today. Learn more and schedule an evaluation.

 

Improve Learning at Lindamood-Bell

improve learning for children with ADHD

Research shows that our instruction significantly improves academic outcomes for students with ADHD. By targeting the sensory-cognitive skills essential for reading and comprehension, we help students learn to their potential.

One powerful success story comes from Lindsay, a speech-language pathologist and mother, who watched her son Cameron struggle with literacy and attention issues. From the moment he started school, Cameron felt overwhelmed, and as he fell further behind, subjects he once loved—like science—were replaced with extra work that felt like punishment. Determined to find a solution, Lindsay turned to Lindamood-Bell.  In this inspiring video, she shares how our instruction transformed Cameron’s learning ability, self-esteem, and overall happiness, positively impacting their entire family.

Watch Cameron’s Story:

 

If you’re seeking effective, research-based solutions for a student with ADHD, Lindamood-Bell is here to help. Our programs create lasting change, equipping students with the tools they need to succeed. 

Get started today and discover how we can make a difference in your child’s learning journey.