All posts by Julie Gisbon

Making a Difference for California’s Struggling Readers

October 22, 2026Conferences, For Schoolsconferences, lindamood-bell for schools, professional development, reading, Reading DifficultiesJulie Gisbon

Innovative partnerships. New approaches. Greater opportunities for student success.

Forty years ago, Lindamood-Bell started in San Luis Obispo, California, and embarked on a mission to help all students learn to their potential. Today, across California, Lindamood-Bell is collaborating with educators to address one of education’s most persistent challenges: helping students who continue to struggle with literacy despite years of traditional instruction.

Celebrating our 40th anniversary, we’re excited to share recent partnerships and upcoming presentations featuring California educators rethinking what’s possible.

Coming to Oakland: All-inclusive Education at the Urban Collaborative Fall Meeting

October 26–28, 2026 | Oakland, CA

As a partner with the Urban Collaborative, Lindamood-Bell will co-present with Fresno Unified School District, highlighting literacy and summer school initiatives designed to accelerate reading achievement for students with persistent learning difficulties.

Learn About the Urban Collaborative Meeting

Coming to San Diego: Reaching At-Promise Students

November 4–6, 2026 | San Diego, CA

How can high schools help students who are still struggling to read?

The Reaching At-Promise Students Association (RAPSA) conference highlights innovations for meeting the needs of the most at-risk youth. Lindamood-Bell is co-presenting with Sweetwater Union High School District to share an innovative high school reading clinic model designed to address foundational literacy gaps among adolescent learners.

We’ll explore how similar models can create new opportunities for alternative education programs serving at-promise youth, including students preparing for graduation, postsecondary education, and careers.

Learn About the RAPSA Forum

Helping At-Promise Students Succeed – Listen to our latest Podcast

California Partnerships: Putting Research into Practice

From elementary schools to secondary and alternative education, Lindamood-Bell continues to support California educators through research-based instruction, intensive intervention, and sustained professional development.

Spotlight: San Francisco Unified

Innovative Funding. Intensive Intervention. Measurable Results.

San Francisco Unified School District (SFUSD), one of the host districts for the upcoming Urban Collaborative Fall Meeting, partnered with Lindamood-Bell to deliver intensive literacy intervention through our Learning Center on Campus model.

Leveraging federal Comprehensive Coordinated Early Intervening Services (CCEIS) funding, SFUSD provided 16 struggling readers with intensive intervention through programs grounded in the science of reading.

Students demonstrated significant reading gains, including a 24-point increase in phonemic awareness, from the 21st to the 45th percentile, and a 19-point increase in phonics, from the 8th to the 27th percentile. Large standard score gains were also achieved in word reading, spelling, and comprehension.

Explore the SFUSD Results and Learning Center on Campus Model

Let’s Advance Literacy Together

Our sensory-cognitive approach targets the underlying processes essential for reading and comprehension, helping educators address the needs of students with dyslexia, English Learners, students receiving special education services, and other learners experiencing persistent literacy difficulties.

Whether you’re exploring teacher professional development or a comprehensive school partnership, we’d welcome the opportunity to discuss what’s possible for your staff and students.

Explore Our California School Partnerships
Schedule a Conversation With Our Schools Team

Lindamood-Bell – Changing how students learn. Expanding what’s possible.

Learning Support That Moves Abroad With Your Family

October 9, 2026Dyslexia, Instruction, Learning Centers, Onlinedyslexia, dyslexia support for expats, learning support for expats, online instruction, Reading DifficultiesJulie Gisbon

Living abroad offers children incredible opportunities to experience new cultures, languages, and ways of learning. But for families whose child struggles with reading, dyslexia, comprehension, or math, finding specialized academic support can be challenging.

Intervention services vary from country to country, schools use different approaches to identifying learning difficulties, and the resources available at one international school may be very different from another. Navigating a new curriculum, language environment, or educational system can make learning challenges even more difficult to address.

Fortunately, your child’s learning support doesn’t have to change every time your address does.

Lindamood-Bell provides individualized, one-to-one instruction for students around the world through live-online instruction that continues wherever your family lives or travels. Whether you’re living overseas for a few months or several years, your child can receive consistent instruction from experienced Lindamood-Bell instructors in real time.

Consistent Support for Globally Mobile Families

For expat families, continuity matters. Interrupting intervention because of a move or limited local resources can slow progress and increase frustration for both students and parents.

Live-online instruction allows children to work one-to-one with a Lindamood-Bell instructor while maintaining a consistent instructional approach, regardless of where life takes your family.

This flexibility is especially valuable for families who need:

Consistent learning support while living abroad
Specialized dyslexia or reading intervention that may not be available locally
Instruction during school holidays or extended travel
A program that continues wherever your family relocates
Scheduling options that accommodate international time zones

Dyslexia Support—Wherever You Call Home

Parents living abroad often discover that dyslexia identification, accommodations, and intervention options vary significantly depending on the country or school. While educational systems may change, your child’s learning needs do not.

Whether instruction is provided in person or live online, Lindamood-Bell addresses the underlying causes of reading difficulties rather than simply providing additional practice. Our instruction develops the sensory-cognitive processes that support successful reading, including phonological awareness and symbol imagery (orthographic processing)—the ability to create mental representations for sounds and letters that supports accurate decoding, spelling, and fluent reading.

Instruction is individualized to strengthen the skills that support reading success, including:

Phonological awareness and symbol imagery
Decoding and word recognition
Spelling and written language
Reading fluency
Reading comprehension

Every student begins with a comprehensive Learning Ability Evaluation to identify strengths and areas of need. From there, we develop an individualized instruction plan with clear goals and ongoing progress monitoring, allowing families to understand their child’s learning profile and follow their progress over time.

For over 40 years, Lindamood-Bell has helped tens of thousands of children and adults improve reading and comprehension through a sensory-cognitive approach grounded in decades of instructional experience, independent research, and documented student outcomes.

Our Seeing Stars® program develops symbol imagery—the ability to visualize letters in words—which supports decoding unfamiliar words, recognizing sight words, spelling, and fluent reading.See the progress results that students with dyslexia made after Lindamood-Bell instruction:

Students with a Prior Diagnosis Who Received Decoding Instruction Only

Lindamood-Bell Instruction Implemented: Seeing Stars

Years: Jan. 2008 – Dec. 2024

Number of Students: 3,605

Average Age: 10.2

Average Instruction Hours: 125.8

Whether your child has recently been identified with dyslexia or has struggled with reading for years, individualized instruction can help build the foundational skills necessary for lasting success.

Learning Support That Travels With Your Family

One of the greatest advantages of live-online instruction is continuity. No matter where your family lives, your child can continue receiving individualized instruction from experienced Lindamood-Bell instructors without interruption.

Instead of searching for new providers with every move, families can access the same evidence-based instruction, personalized to their child’s needs, from virtually anywhere in the world.

Learn More About Live-Online Instruction

If your family is living abroad and you’re looking for specialized support for reading, dyslexia, comprehension, or math, Lindamood-Bell’s live-online instruction can provide individualized learning wherever life takes you.

Our Learning Specialists can answer your questions about live-online instruction, explain how the process works, and help determine whether Lindamood-Bell is the right fit for your child.

Contact us today to learn more about live-online instruction and discover how Lindamood-Bell can support your family—wherever you call home.

Beyond ADHD Coaching for Students: Building Stronger Learning Skills for School Success

October 7, 2026ADHD, Learning Centers, Learning Difficultiesadhd, adhd coaching, Homework Help, school supportJulie Gisbon

When parents search for ADHD coaching, they’re often looking for help with school.

They want their child to complete homework with less frustration, stay organized, follow directions, manage assignments, and become more independent. They want evenings to be less stressful and school to feel more manageable.

At Lindamood-Bell, we understand those goals because we’ve worked with students with ADHD for decades. We strengthen the learning abilities that support reading, comprehension, spelling, and math while coaching students to apply those stronger skills to the work they do every day at school. As learning becomes easier, students are often better able to organize, plan, complete assignments, and work more independently.

What Does ADHD Coaching for Students Look Like?

Families seeking ADHD coaching for students are often searching for practical support that improves everyday school success. They want help with homework, classroom assignments, studying, organization, and building independence.

While many ADHD coaching programs focus on organization, time management, and accountability, at Lindamood-Bell, we understand that students may also need support to develop the underlying cognitive abilities required to comprehend assignments, follow directions, and complete schoolwork successfully. In other words, families should ask, “Does my student have the underlying reading, comprehension, language, or math skills necessary to successfully do the assignment?” rather than “How does my student get organized so that they can get the reading assignment done?”

Academic Coaching Begins with Understanding Your Child’s Learning Profile

An ADHD diagnosis doesn’t tell the whole story. Some students struggle to understand what they read. Others have difficulty following classroom instruction, remembering information, or completing assignments. These challenges can make homework feel overwhelming and create frustration for both students and parents.

Rather than assuming every student needs the same support, every prospective student begins with a comprehensive Learning Ability Evaluation. This evaluation identifies strengths and areas of need in reading, comprehension, language, math, and the sensory-cognitive skills that support learning. The results help determine whether a student would benefit from sensory-cognitive instruction, Application to Content, Schoolwork Support, or a combination of services based on their individual learning profile and academic goals.

Sensory-Cognitive Instruction Develops the Skills that Underlie Learning

When a Learning Ability Evaluation shows weaknesses in the sensory-cognitive processes that underlie reading, comprehension, and learning, one-to-one instruction may be recommended.

Our one-to-one instruction develops the sensory-cognitive skills that support:

Reading accuracy and fluency
Reading comprehension
Spelling
Oral language comprehension
Math reasoning
Memory
Critical thinking

Rather than simply helping a student complete an assignment or practice a skill, sensory-cognitive instruction addresses the learning processes that may be contributing to ongoing academic difficulty. Instruction is individualized and diagnostic, with pacing, questioning, and lesson content continually adjusted based on the student’s responses and progress.

For students with ADHD, strengthening these underlying learning skills can be an important part of a broader academic support plan, particularly when attention challenges occur alongside difficulties with reading, comprehension, memory, or academic performance. As these skills become stronger, students often find that classroom learning requires less effort. They are better able to understand assignments, follow directions, retain information, and participate with greater confidence.

Application to Content: ADHD Coaching That Connects Learning to the Classroom

One of the most important parts of ADHD coaching is helping students apply what they learn to the real academic challenges they face every day.

Application to Content is a Lindamood-Bell service designed to help students transfer the stronger reading, comprehension, and math skills they develop during instruction to their everyday classroom work. Many students benefit from Application to Content as a follow-up to sensory-cognitive instruction, providing guided practice using their new learning abilities with authentic school materials.

Working one-to-one with an instructor, students receive individualized coaching as they learn to use their stronger learning skills to understand, organize, and complete authentic classroom assignments with increasing confidence and independence.

Instruction is individualized and connected to each student’s current schoolwork, helping students learn to:

Understand classroom assignments and teacher directions
Read textbooks and assigned materials more effectively
Apply stronger reading and comprehension skills across subjects
Plan and complete longer projects
Organize schoolwork
Study more efficiently
Complete assignments with greater independence

Application to Content bridges the gap between instruction and the classroom. As students apply stronger sensory-cognitive skills to their own schoolwork, they build confidence, develop greater independence, and learn how to use those skills successfully across a variety of academic settings.

Schoolwork Support: ADHD Coaching for Homework and School Assignments

For many families, homework is where the need for ADHD coaching becomes most apparent.

Assignments may take hours to complete. Students may struggle to get started, misunderstand directions, lose track of assignments, become overwhelmed by larger projects, or need constant reminders to stay focused.

Schoolwork Support is a Lindamood-Bell service designed to help students become more successful and independent with their everyday school assignments. It is available in one-to-one or small-group settings with flexible scheduling during the school year.

Unlike Application to Content, which focuses on helping students apply newly developed learning skills to classroom content, Schoolwork Support is centered on facilitating the successful completion of current homework and school assignments. Based on a student’s Learning Ability Evaluation and individual needs, Schoolwork Support may be recommended for students who have completed instruction and would benefit from continued academic support or for students whose learning profile indicates they would benefit from additional guidance with schoolwork.

During Schoolwork Support, instructors coach students as they learn to:

Understand assignments and teacher directions
Develop an organized plan for completing work
Organize materials and prioritize assignments
Apply stronger reading and comprehension skills while completing homework
Monitor their own work and self-correct when appropriate
Complete school assignments with increasing independence

The goal is not simply to finish homework for the day or ensure every assignment is perfect. Instead, students develop the habits, strategies, and confidence needed to become increasingly independent learners who can successfully manage schoolwork on their own.

A Different Approach to ADHD Coaching

Families often begin searching for ADHD coaching because they want their child to be more successful in school.

At Lindamood-Bell, we believe academic success begins with understanding how a student learns. We strengthen the underlying learning abilities that support reading, comprehension, spelling, and math, then coach students as they apply those stronger skills to classroom learning, homework, and everyday academic responsibilities.

Application to Content helps students transfer stronger learning skills to authentic classroom work. Schoolwork Support helps students organize, plan, and complete their current assignments with increasing independence. Together, these services extend learning beyond instruction and provide ongoing academic coaching that is directly connected to the work students do every day in school.

By combining individualized instruction with Application to Content and Schoolwork Support, we partner with families to help students become more confident, capable, and independent learners.

Get Started

If your child has ADHD and is struggling academically, the first step is understanding how they learn.

Take the first step by scheduling a Learning Ability Evaluation. Testing can help uncover the factors contributing to your child’s academic challenges and provide a clearer path forward. Call us at 800-233-1819 or get in Touch to talk with our team and learn how personalized instruction may support your child.

Join Us at the International Dyslexia Association 2026 Annual Reading, Literacy & Learning Conference

September 23, 2026Conferences, DyslexiaJulie Gisbon

Date:

November 12–14, 2026

Location:

Hyatt Grand Rio – Las Vegas, NV
3700 W Flamingo Rd
Las Vegas, NV 89103

DyslexiaCon Registration

Attend our presentation, “ADHD and Dyslexia: Untangling the Comorbidity Conundrum,” during DyslexiaCon 2026 — Friday, November 13, 2:40 p.m.

If you are unable to attend in person, you may register for virtual attendance to watch and listen to our presentation.

Visit the Lindamood-Bell booth in the Exhibit Hall to connect with our team and learn more.

Title: ADHD and Dyslexia: Untangling the Comorbidity Conundrum

Presenter: Paul Worthington, Director of Research and Development, Lindamood-Bell

The co-occurrence of ADHD and cognitive and language-based learning disorders represents one of the most well-established and increasingly prevalent patterns in developmental neuroscience and educational epidemiology. ADHD frequently coexists with dyslexia, developmental language disorders, and written language impairments, reflecting the deeply interconnected nature of attention, working memory, language, and executive functioning systems. Current estimates indicate that approximately 35–45% of children with ADHD also meet criteria for a learning disability, while 25–40% of children with learning disabilities present with ADHD. Importantly, the prevalence of these overlapping conditions continues to rise, amplifying the need for precise diagnosis and effective intervention.

There are diagnostic and intervention complexities involved in supporting individuals with ADHD who also experience learning challenges. The presentation will review findings on the comparative incidence of these co-occurring difficulties, as well as the unique and shared characteristics of these complex learner profiles. A detailed analysis will be provided on the challenges associated with addressing dyslexia and language comprehension deficits in students with ADHD. As rates of both ADHD and learning disorders increase, so too does the complexity of co-occurring profiles, particularly those involving dyslexia and deficits in oral and written language comprehension. These layered challenges present significant obstacles for educators and clinicians, complicating both differential diagnosis and the implementation of targeted, evidence-based interventions. A critical question remains: how do learning profiles differ between individuals with ADHD alone and those with co-occurring learning disabilities, and what implications do these differences have for intervention design?

This presentation will address the multifaceted nature of these comorbid conditions, synthesize current research, and advance a clearer understanding of their diagnostic and instructional implications. Emphasis will be placed on what has been learned about effectively supporting students with ADHD who also demonstrate language and learning processing deficits. With a focus on remediation, the session will examine how to strategically determine intervention priorities when multiple domains—attention, language, and cognition—require simultaneous support.

Drawing on a large-scale analysis of 6,991 individuals diagnosed with ADHD, this presentation will highlight subgroup findings, including individuals with dyslexia (n = 2,700), language comprehension deficits (n = 1,481), and combined language processing impairments (n = 242). These data provide a robust foundation for examining distinct and overlapping profiles, informing both diagnostic clarity and the development of integrated, evidence-based intervention models.

The Benefits of Reading Every Day

September 19, 2026Helpful Tips, ReadingJulie Gisbon

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?”

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:

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

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

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

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!

Student Success Stories: When Learning Begins to Change

September 17, 2026Community, Learning CentersJulie Gisbon

Watching your child struggle with learning can be hard, and it’s not always easy to know what kind of help will actually make a difference.

At Lindamood-Bell, we are committed to providing individuals with the opportunity to learn to their potential. Our instruction is personalized to address each student’s learning needs, with the goal of developing not only reading and comprehension skills but also the confidence that comes when learning feels possible.

For students and families around the world, that learning has been life-changing.

These are a few of their stories.

“I Was Learning to See for the First Time”

São Paulo, Brazil

When second-grader “A.” arrived at Lindamood-Bell’s São Paulo Summer Learning Camp, reading was difficult. Attending a dual-language school, he was shy, easily overwhelmed, and struggling to make sense of words on the page.

Then something began to change. A. compared his Lindamood-Bell experience to the Brazilian children’s book O Menino que Aprendeu A Ver—The Boy Who Learned to See. In the story, letters that initially look like meaningless squiggles gradually become recognizable as a child learns to read. A. told his father that at Lindamood-Bell, he was “learning to see for the first time.”

After 76 hours of personalized instruction, testing showed growth in word attack, symbol imagery, sight words, and oral reading.

But the numbers told only part of A.’s story. Reading felt easier. And a child who had arrived shy and overwhelmed was beginning to experience what it felt like to approach reading with greater confidence.

“This Child Is Confident and Happy”

Mobile, Alabama

Seven-year-old Charlotte worked hard during her summer at Lindamood-Bell. She completed 79 hours of Seeing Stars® instruction and demonstrated improvement in word attack, word recognition, paragraph reading accuracy, and reading comprehension.

Her grandmother saw another kind of growth taking place, too.

“She traveled miles with you this summer in knowledge and confidence-building. It wasn’t the easiest summer, but it was worth every bit of the effort.”

Then came the update that mattered perhaps most of all.

As Charlotte began her new school year, her grandmother shared:

“Bottom line, this child is confident and happy.”

For Charlotte’s family, progress wasn’t simply about stronger reading skills. It was about watching a child begin a new school year feeling more capable and confident in herself.

Small Moments That Changed Everything

Sydney, Australia

For Jett, at Lindamood-Bell’s Sydney Learning Center, success meant beginning to believe in himself.

He arrived as a third-grade non-reader who lacked confidence after years of struggling. After just a few weeks of Seeing Stars® instruction, his father could already see a change.

“It’s incredible to see how much his belief in himself is changing after only a few weeks here.”

“His Reading Is Truly Night and Day”

Elmhurst, Illinois

For nine-year-old Matty’s mother, finding the right learning support meant finding people who understood more than just what academic skills her son needed to develop.

They needed to understand Matty.

After instruction in Seeing Stars and Visualizing and Verbalizing, Matty demonstrated substantial improvement across measures of word attack, word recognition, paragraph reading accuracy, and reading comprehension.

His mother described the change simply:

“His reading has changed in a way that is truly night and day.”

But what moved her most went beyond reading.

She shared that Matty’s instructors took the time to understand how he learns, what motivates him, where he becomes frustrated, and what he needs to be successful.

“They have gone above and beyond what I ever expected from an educational program. I genuinely don’t think we would be where we are today without either one of them.”

Her experience left her with a powerful perspective on what can happen when a child receives the right support:

“I have seen firsthand what the right intervention, combined with the right people, can do for a child.”

For Matty, personalized learning wasn’t simply instruction designed around a test score. It meant being known, understood, and taught in a way that addressed his individual needs.

“A Happy Boy, Empowered by His Own Abilities”

Notting Hill, London

When “S.” came to Lindamood-Bell’s Notting Hill Learning Center, he faced significant challenges in reading and comprehension.

His personalized learning journey included both in-person and live-online instruction throughout the school year. Following Seeing Stars® and Visualizing and Verbalizing® instruction, S. demonstrated marked improvement in his reading skills.

His family saw something else changing, too.

At the end of his instruction, his mother wrote:

“You have made such a great difference in S.’s life, not only academically but emotionally and personally as well.”

She thanked his instructors for the effort, dedication, kindness, understanding, and care they had shown throughout his journey.

The Learning Center team captured his transformation in just a few words. S. had become “a happy boy, empowered by his own abilities.”

Sometimes the most meaningful measure of progress is not simply what a child can do—but what that child has begun to believe about himself.

“Absolutely Transformative”

San Luis Obispo, California

For Hailey’s family, the first step was understanding why learning was difficult.

At Lindamood-Bell’s Flagship Learning Center in San Luis Obispo, an initial consultation identified specific areas where Hailey needed support. Her family then committed to an intensive summer program designed around those needs.

Hailey completed 131 hours of Visualizing and Verbalizing® instruction. Her reading comprehension improved from the 75th percentile to above the 99th percentile.

But her parents saw a transformation beyond the test scores.

They watched Hailey become better able to understand complex topics, identify important information, remember what she learned, and communicate her understanding.

They described the change as “absolutely transformative.”

For her parents, understanding Hailey’s individual learning needs was critical.

“We consider ourselves fortunate that Lindamood-Bell was able to diagnose the specific areas of learning where Hailey was struggling, and then to develop a personalized curriculum to develop those pieces slowly, methodically, and concretely over time.”

Perhaps most meaningful was what happened as learning became easier.

“She has been able to unlock so many other pieces of her potential, and she actually enjoyed the process of doing so.”

For Hailey, progress wasn’t only about becoming a stronger learner. It was about discovering that learning itself could feel different.

Every Milestone Is Meaningful

For other students, progress showed up in moments that might seem small—but meant everything to their families. Here are a few real examples:

– After Visualizing and Verbalizing® instruction, Alexa’s father noticed that she was better able to follow conversations and interact with her cousins.

– Six-year-old Emi began participating in class without prompting.

– Declan, who began instruction as a non-reader, reached a milestone his family won’t soon forget. He typed: “I love you, Dad.” And when his father responded, Declan was able to read the reply.

Different students. Different challenges. Different milestones.

Each was meaningful because it represented something that had once been difficult becoming possible.

Wonder What’s Possible for Your Child?

If your child is struggling with reading, comprehension, or learning, the first step is understanding their learning needs.

Get in Touch or find your local Learning Center to talk with our team and learn how personalized instruction may support your child.

Tips for Students with ADHD

September 10, 2026ADHD, Helpful Tips, Learning Difficultiesadhd, Homework Tips, learning centers, reading helpJulie Gisbon

Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects many students, impacting their ability to focus, stay organized, and manage time effectively. However, it’s crucial to recognize that these attention deficits may not exist in isolation. Sometimes, students with ADHD may also face additional learning challenges. Many students with ADHD are diagnosed without a thorough examination of their underlying learning profiles, which could be contributing to their attention challenges.

At Lindamood-Bell, we believe in addressing the root causes of learning difficulties through customized interventions that consider the whole child, not just the symptoms. Our approach is grounded in the understanding that effective support for students with ADHD begins with a comprehensive assessment and personalized instruction plan designed to strengthen student’s learning abilities.

Understanding ADHD in Students

Students with ADHD may have a diminished ability to concentrate, manage impulses, and stay organized, all of which are critical skills for academic success. These challenges can manifest in various ways, including:

Difficulty staying focused on tasks: Students with ADHD may find it hard to pay attention to lessons, complete assignments, or follow through on tasks.
Impulsivity: Students with ADHD might act without thinking, which can lead to difficulties in social interactions and classroom behavior.
Disorganization: Students with ADHD can face significant hurdles in managing time, keeping track of materials, and following schedules.

These challenges can have a profound impact on the academic performance of students with ADHD, often leading to frustration, low self-esteem, and disengagement from learning.

Tips for Students with ADHD

1. Evaluate Student Learning

Often, students with ADHD face additional learning difficulties that can exacerbate their attention challenges. At Lindamood-Bell, our transformative approach begins with a thorough Learning Ability Evaluation. This evaluation uncovers any underlying learning issues, providing a clear understanding of your child’s needs and how best to address them. We then create a personalized instruction plan tailored to each student’s unique learning profile, targeting the root causes of their learning difficulties. Discover how Lindamood-Bell can make a lifelong difference in your child’s education—schedule a Learning Ability Evaluation today. Learn more and book your evaluation.

2. Creating a Supportive Learning Environment

To help students with ADHD thrive, it’s essential to create a learning environment that supports their needs. Here are some strategies:

Establish Consistent Routines and Schedules: Consistency helps students with ADHD know what to expect, reduces anxiety, and improves focus.
Set Clear Expectations for Behavior and Performance: Clear guidelines provide students with a framework for success, helping them understand what is expected of them.
Implement Strategies to Minimize Distractions: Reducing environmental distractions, such as noise or clutter, can help students with ADHD maintain concentration during lessons.

3. Effective Study Techniques for Students with ADHD

Students with ADHD benefit from study techniques that help them organize their thoughts, manage their time, and stay engaged with the material.

Organizational Strategies for Better Time Management: Tools like planners, to-do lists, and timers can help students with ADHD break down tasks and manage their time effectively.
Techniques to Improve Concentration During Studying: Short, focused study sessions with regular breaks can help maintain attention. Active learning techniques, such as discussing concepts or teaching them to others, can also be effective for students with ADHD.
Using Visual Aids: Visual aids such as charts and diagrams can make learning more engaging and help students retain information.

4. Building Motivation and Self-Confidence

Supporting students with ADHD goes beyond academics. It’s important to foster their self-esteem and encourage a positive attitude toward learning.

Identifying and Leveraging Individual Strengths: Every student has unique strengths. Identifying these can help boost their confidence and motivation.
Encouraging Self-Advocacy and Self-Monitoring: Teaching students with ADHD how to recognize and communicate their needs effectively is a crucial skill for lifelong success.
Recognizing and Celebrating Achievements: Regular recognition of accomplishments, no matter how small, helps build a positive self-image.

5. Collaborating with Teachers and other Professionals

A strong support system is vital for the success of students with ADHD. Collaboration between educators, parents, and professionals ensures that the student receives consistent support across all environments.

Effective Communication Strategies with Educators: Regular communication between parents and teachers ensures that strategies are aligned and the student’s needs are met.
Promoting a Collaborative Relationship between Home and School: Parents and teachers working together can create a more supportive and understanding environment for a student with ADHD.
Get Help from Experienced Professionals: Engaging with professionals who specialize in helping students with ADHD and learning challenges can provide additional support and guidance.

Find Support to Improve Learning for Students with ADHD

At Lindamood-Bell, we understand the unique challenges that students with ADHD face in their learning journey. Our instruction is designed to improve foundational learning skills for students with ADHD. We use evidence-based programs, such as Seeing Stars and Visualizing and Verbalizing, to target the underlying cognitive skills necessary for reading, comprehension, and math, helping students with ADHD improve academically and gain confidence. Our personalized and flexible learning environment meets the unique needs of each student, ensuring they receive the support they need to thrive.

With proven methods and techniques, Lindamood-Bell has been supporting students with ADHD for years. Our programs have a track record of success, helping students overcome learning difficulties and achieve their full potential.

Students with a Prior ADHD Diagnosis Who Received Decoding and Comprehension (Combined) Instruction

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

Find additional Learning Center data, including growth made by students with Specific Learning Disabilities and Autism, here. The Child Mind Institute is an excellent resource for information to help children who have learning and attention challenges, including students with ADHD. Visit their website at https://childmind.org/topics/adhd-attention-problems/.

Success for Students with ADHD at Lindamood-Bell

One of Lindamood-Bell’s key advantages is our ability to provide personalized and flexible learning environments. We understand that every student is unique, and we tailor our instruction to meet their specific needs. Our one-on-one instruction allows us to address the individual challenges faced by students with ADHD.

Don’t just take our word for it—hear success stories from Lindamood-Bell students with ADHD. These stories showcase the progress and achievements that can be made with the right support and instruction.

For more information on how Lindamood-Bell can support your student with ADHD, contact us today. Together, we can build a brighter future for your child. Call us at 800-233-1819 or request information

When Should Kids Start Reading? Age Guidelines, Readiness Signs, and How to Help

September 8, 2026Helpful Tips, Learning Centers, ReadingJulie Gisbon

In this guide, we’ll explore typical reading milestones, signs of reading readiness, and ways families and educators can support reading development while drawing on Lindamood-Bell’s decades of experience developing the sensory-cognitive skills that underlie literacy.

Key Takeaways

Many children begin learning to read during kindergarten and first grade, with fluency and comprehension continuing to develop throughout the early elementary years.
Interest in books, letter-sound knowledge, helps prepare children to become successful readers.
Children benefit from daily read-alouds, rich conversation, explicit, systematic instruction, and opportunities to develop the sensory-cognitive skills that support reading and comprehension.
If progress slows or reading becomes frustrating, a comprehensive learning evaluation can identify underlying skill needs and guide individualized instruction.

Typical Reading Milestones by Age

Infants and Toddlers (Birth to Age 3):

The earliest foundations for reading develop long before children recognize letters or words. Babies enjoy being read to, learn that books are meaningful, and begin connecting spoken language with pictures and experiences.

As toddlers grow, they may begin pointing to pictures, turning pages, naming familiar objects, and participating in simple stories. These early experiences lay the groundwork for future reading success.

Preschool and Kindergarten (Ages 3–5):

During the preschool years, children may begin to recognize letters, especially those in their own names.

Children also learn important print concepts, such as holding books correctly, following text from left to right, and understanding that written words represent spoken language.

As kindergarten progresses, children may begin connecting letters to sounds, blending simple sounds, and reading basic decodable words such as cat and map.

Early Elementary (Ages 6-8):

During first and second grade, most children expand their decoding skills to longer words, recognize an increasing number of high-frequency words, and read with greater accuracy and fluency.

At the same time, vocabulary and language comprehension continue to grow. Children become better at retelling stories, answering questions, making predictions, and drawing simple conclusions from what they read.

While these milestones are common, some children may reach them earlier and other children may not reach these milestones by early elementary ages. Others benefit from additional support to develop the underlying skills that make reading easier. From this point, students need explicit instruction to be proficient readers.

Signs a Child Is Ready to Learn to Read

In the early years, look for signs that your child is developing the skills needed for successful reading.

Interest in Books and Print

Children who are becoming ready to read often:

Ask to be read to frequently
Pretend to read favorite books
Point to words or pictures while listening
Notice letters on signs, packaging, or clothing
Recognize letters in their own name

These behaviors show growing curiosity about how written language works.

Foundational Reading Skills

Children preparing to read may be developing important foundational abilities, including:

Phonemic awareness, the ability to auditorily perceive and mentally image the sounds and letters within words
Letter-sound knowledge, connecting common letters with their corresponding sounds
Print awareness, understanding where reading begins on a page, and that print carries meaning
Concept imagery, the ability to create an imaged gestalt (whole) from oral and written language
Symbol imagery, creating mental representations of letters and words that support accurate decoding and spelling

These skills provide the foundation for reading words accurately and efficiently.

When to Consider an Evaluation

Children develop at different rates, but it may be helpful to seek additional support if your child:

Has difficulty remembering letter names and sounds after repeated exposure
Struggles to hear or manipulate sounds in words
Frequently guesses at words instead of sounding them out
Avoids reading because it feels frustrating
Reads words accurately but has difficulty remembering or explaining what was read
Continues to struggle with decoding or fluency beyond early first grade

A comprehensive Learning Ability Evaluation identifies a student’s strengths and weaknesses that may affect performance in reading, comprehension, and math.

How Parents and Teachers Can Support Early Reading

Everyday Reading and Conversation

Reading aloud every day remains one of the most effective ways to support literacy development. However, reading aloud doesn’t teach decoding and phonics skills, which are essential for learning to reading independently. It’s a powerful complement to systematic phonics instruction, not a substitute for it.

As you read together:

Pause to discuss book illustrations.
Ask what your child thinks might happen next.
Encourage them to describe favorite characters or events.
Introduce new vocabulary during.

Children often show growing comprehension when they begin predicting story events, remembering details, or making connections between stories and their own lives.

Explicit, Systematic Instruction

Children benefit from explicit, systematic instruction that clearly connects sounds, letters, and words while developing the sensory-cognitive skills that support reading. Activities that develop symbol imagery help children create mental representations of letters and words for accurate decoding, fluent reading, and spelling.

To strengthen comprehension, encourage children to create mental images as they listen and read, discuss story structure, preview unfamiliar vocabulary, and talk about characters’ actions and ideas. Developing concept imagery supports understanding, memory, and higher-order thinking.

Environment and Interest

Provide books that match your child’s interests and current reading level, and make reading an enjoyable part of daily life. Allow children to choose books that excite them. Positive reading experiences help build confidence and encourage children to see themselves as capable readers.

What to Do If Reading Is Delayed or Challenging

Every child learns at a different pace, and occasional struggles are a normal part of learning. However, persistent reading difficulties may indicate that a child needs additional support to develop the underlying skills that make reading successful.

Common Signs of Reading Difficulty

A family history of reading difficulties may also increase the likelihood that a child will benefit from additional support.

Evidence-Based Intervention

The most effective intervention begins with understanding why a child is struggling.

A comprehensive learning ability evaluation can identify strengths and needs in areas such as phonemic awareness, symbol imagery, decoding, fluency, vocabulary, language comprehension, and concept imagery. This information provides a clear picture of the sensory-cognitive processes affecting reading development and helps guide individualized instruction.

Effective intervention is explicit, systematic, and matched to each student’s learning needs. Rather than simply increasing practice, instruction should develop the underlying sensory-cognitive skills that support lasting improvements in reading.

At Lindamood-Bell, instruction focuses on developing phonemic awareness, symbol imagery, and concept imagery to strengthen word recognition, spelling, reading fluency, vocabulary, and language comprehension.

Schools and Specialists

Regular communication with classroom teachers, reading specialists, and other professionals helps ensure that instruction is aligned with each child’s needs. Ask about the instructional program being used, instructional goals, how progress will be measured, and how skills can be reinforced at home.

As students grow, their progress should be monitored regularly so instruction can be adjusted to their individual needs.

Quick Reference: Reading Readiness and Support

Age/Stage	What You Might See	How to Help
Birth–3	Interest in books, pointing to pictures, naming familiar objects	Read and sing every day, talk during routines, introduce new vocabulary, encourage conversation
Ages 3–5	Letter recognition, rhyming, noticing beginning sounds, interest in print	Play sound games, connect letters to sounds, read together daily, encourage storytelling
Ages 6-8	Decoding longer words, growing fluency, increasing comprehension	Provide explicit, systematic reading instruction, develop symbol imagery, preview vocabulary, discuss stories, encourage mental imagery while reading
Anytime concerns arise	Difficulty with sounds, guessing at words, slow reading, frustration, weak comprehension	Schedule a comprehensive Learning Ability Evaluation and provide individualized instruction that develops phonemic awareness, symbol imagery, and concept imagery

Bottom Line: When Should Kids Start Reading?

Most children begin learning to read during kindergarten and first grade, but readiness varies from child to child. Rather than focusing on a specific birthday or comparing your child with classmates, pay attention to the foundational skills that support reading, including curiosity about books, awareness of sounds in words, and growing letter-sound knowledge. Further, if your child shows frustration, avoidance, or a drop in confidence around reading tasks, that’s worth paying attention to, as it can be a sign they need additional support.

Support reading development through daily read-alouds, rich conversation, and explicit, systematic instruction that develops the sensory-cognitive skills underlying reading. Strong symbol imagery supports accurate word recognition, spelling, and fluent reading, while concept imagery strengthens language comprehension, memory, and critical thinking.

If progress slows or reading becomes consistently frustrating, it is important to understand the underlying cause rather than simply increasing practice. A Learning Ability Evaluation can identify the sensory-cognitive skills affecting reading development and provide a clear, individualized plan for instruction.

Lindamood-Bell’s evidence-based instruction develops the sensory-cognitive skills that support reading, comprehension, and learning. Programs such as Seeing Stars® develop symbol imagery for accurate decoding, spelling, and fluent reading, while Visualizing and Verbalizing® develops concept imagery for language comprehension and higher-order thinking. By strengthening these foundational skills, students build the confidence and abilities they need to become capable, engaged readers.

If you have concerns about your child’s reading development, contact Lindamood-Bell to learn more about a Learning Ability Evaluation and individualized instruction.

Online Homeschool Programs: A Guide for Families

August 28, 2026Academy, Homeschool, OnlineJulie Gisbon

Families searching for online homeschool programs are often looking for flexibility, individualized instruction, and the ability to learn from home. Online homeschooling has become an increasingly popular option for families seeking a more personalized educational experience.

At Lindamood-Bell Academy, an accredited California private school offering live online and in-person instruction, students receive individualized teaching that strengthens reading, language, and comprehension while remaining connected to a supportive school community.

What Is Online Homeschooling?

Online homeschooling is an approach to learning from home that uses technology to deliver instruction, curriculum, and educational support. Depending on the program, students may learn through live virtual classes, independent online coursework, or a combination of both. Families choose online homeschooling for many reasons, including greater flexibility, individualized instruction, access to specialized programs, and the ability to learn from virtually anywhere.

Online homeschool options vary widely. Some families teach their children using self-selected curriculum and resources, while others choose accredited online schools that provide structured coursework, experienced teachers, ongoing assessment, and personalized academic support.

Common online learning models include synchronous learning with live, scheduled lessons that provide real-time interaction and immediate feedback; asynchronous learning with recorded lessons and self-paced assignments for families seeking greater flexibility; and blended programs that combine live instruction with independent study and offline learning activities.

Lindamood-Bell Academy combines the flexibility of learning from home with live, teacher-led instruction in one-to-one and small-group settings that support academic growth through a personalized educational experience and unique instructional programs that can enhance learning for students.

Benefits and Challenges of Online Homeschooling

When thoughtfully designed, online homeschooling offers significant benefits for both students and families. Students learn at a pace and level that matches their needs. Learning from home also provides flexibility, making it easier to balance academics with therapies, extracurricular activities, travel, or other family commitments without compromising educational quality.

Like any educational model, online learning may also present challenges. Parents often wonder whether students will spend too much time in front of a screen, stay motivated, or receive enough individualized attention. The quality of the learning experience depends on how instruction is designed.

At Lindamood-Bell Academy, students don’t spend the day passively watching videos or working through self-paced lessons on their own. Instead, they actively participate in live, teacher-led instruction that encourages discussion, questioning, problem-solving, reading, writing, and critical thinking. Lessons are interactive and intentionally paced, with frequent opportunities for movement, teacher feedback, and purposeful motivator games that help students maintain attention and enthusiasm. Teachers continually adjust instruction based on each student’s understanding and progress, ensuring learning remains appropriately challenging and engaging. This teaching method of responding to the response provides engagement levels with students that are successfully achieved live online or in person.

Lindamood-Bell Academy integrates Lindamood-Bell’s sensory-cognitive instruction into each student’s learning experience. This instruction develops the imagery and language processes that support reading, spelling, comprehension, and learning across subjects. By strengthening these foundational learning abilities, students build the confidence, independence, and academic skills needed for long-term success.

Choosing an Online Homeschool Program

Not all online homeschooling programs offer the same educational experience. As you compare options, look beyond curriculum and scheduling to consider how a program supports your student’s long-term success.

In addition to qualified teachers, accreditation, and personalized instruction, families should consider whether a program helps students build the learning processes that support reading, comprehension, writing, and independent learning.

At Lindamood-Bell Academy, students don’t just complete coursework and curriculum. With our groundbreaking approach, every student receives intensive sensory-cognitive instruction before beginning curriculum, strengthening the learning abilities needed for academic success. Instruction is designed to strengthen the skills that support reading, language, comprehension, critical thinking, and learning itself. By developing these foundational learning abilities alongside a rigorous academic program, students gain the skills and confidence to succeed both in school and beyond.

Curriculum, Instruction, and Resources for Online Homeschooling

A high-quality online homeschooling program does more than deliver coursework. It meets students where they are, builds on their strengths, and provides the support they need to achieve long-term academic success. At Lindamood-Bell Academy, students receive live, interactive lessons that strengthen phonemic awareness, symbol imagery, orthographic processing, and concept imagery while applying these skills to reading, writing, and classroom learning.

Learning doesn’t happen in isolation. Families receive regular updates on their students’ progress, ongoing communication with teachers, and personalized recommendations to support learning at home. Frequent progress monitoring helps ensure instruction remains appropriately challenging and that each student continues moving toward their academic goals with confidence.

Building Community and Online Homeschooling

One of the biggest misconceptions about online homeschooling is that students learn in isolation. A rewarding online school experience is about more than academics. Students also need opportunities to build friendships, celebrate accomplishments, and feel like they are part of a vibrant school community.

At Lindamood-Bell Academy, students connect with classmates through live classroom discussions, collaborative learning activities, and regular school-wide rallies that bring together students from their local area as well as classmates across the United States. Throughout the school year, students enjoy virtual celebrations, spirit days, lunchtime activities, and other shared experiences that encourage connection beyond the classroom. They also have access to exclusive Fit 2 Learn sessions that promote healthy habits, movement, and overall well-being as part of a balanced school experience.

Teachers celebrate student success every day, recognizing academic milestones, perseverance, creativity, and personal growth. These moments of encouragement help students build confidence, stay motivated, and experience the sense of belonging that is an important part of school, whether learning takes place in person or online.

Getting Started and Ongoing Support

Enrollment begins with a comprehensive assessment followed by a consultation to create an academic plan tailored to the student’s goals. Families receive support with scheduling, technology, and orientation before instruction begins. Throughout the school year, teachers regularly monitor progress in reading, fluency, comprehension, writing, and other academic areas. Instruction is continually adjusted as students grow, helping maintain an appropriate level of challenge while supporting ongoing success.

Why Families Choose Lindamood-Bell Academy

Families choose Lindamood-Bell Academy because they are looking for more than flexibility. They want an accredited online school that provides individualized instruction, expert teaching, and meaningful academic growth.

Our approach combines:

Accredited California private school
Flexible online learning with live instruction
Expert teachers and personalized support
Instruction that strengthens the foundations of reading and learning
Regular progress monitoring
Opportunities for connection through a vibrant school community

This powerful combination allows students to strengthen foundational learning abilities while developing the knowledge, confidence, and independence they need for long-term success.

Take the Next Step

Whether you’re exploring online homeschooling for the first time or looking for an accredited online school with more personalized support, our admissions team can help you determine whether Lindamood-Bell Academy is the right fit for your family.

Watch our Virtual Open House to learn more about Lindamood-Bell Academy.
Schedule a conversation with our admissions team to discuss your student’s needs.
Contact us to explore enrollment options and ask questions.

Lindamood-Bell and Orton-Gillingham | Understanding the Difference

August 11, 2026For Schools, Learning Centers, Readinglindamood bell vs orton gillingham, lindamoodbell and ortonJulie Gisbon

Families and educators comparing Lindamood-Bell and Orton-Gillingham are often looking for the right approach to support reading and language development, whether for individualized instruction, school-based intervention, or professional development. Both provide explicit, systematic instruction, actively engage students in the learning process, and align with the principles of Structured Literacy. Both also develop foundational reading skills, including phonemic awareness, phonics, decoding, and spelling.

The primary difference lies in instructional emphasis. Orton-Gillingham focuses on Structured Literacy instruction for written language. Along with developing decoding and spelling, it also addresses vocabulary and reading comprehension within language and literacy instruction. Lindamood-Bell also develops these foundational reading skills but places a unique emphasis on developing the sensory-cognitive processes that underlie literacy and learning. Through Seeing Stars®, students explicitly develop symbol imagery, a foundational skill for orthographic mapping, automatic word recognition, spelling, and fluent reading. Through Visualizing and Verbalizing®, students develop concept imagery as a foundation for oral and written language comprehension, memory, and higher-order thinking. Through Lindamood Phoneme Sequencing®, students discover and label the oral-motor movements of phonemes. Students can then verify the identity, number, and sequence of sounds in words. This emphasis on imagery is consistent with decades of cognitive science, including Dual Coding Theory, which demonstrates that language and mental imagery work together to support learning and memory.

Sensory-Cognitive Instruction Aligned with Structured Literacy

Lindamood-Bell complements Structured Literacy by addressing the sensory-cognitive processes that help make reading, spelling, and comprehension more automatic and meaningful. For students who continue to struggle despite previous reading instruction, this additional focus can help identify and develop the underlying skills that may be limiting progress.

Programs Developed by Lindamood-Bell’s Founders

Lindamood-Bell’s founders developed evidence-based programs that target the sensory-cognitive skills underlying reading, language, and math. Together, these programs develop the foundational learning processes that support literacy, comprehension, and academic success.

Reading and Spelling

Seeing Stars® by Nanci Bell
Develops symbol imagery to strengthen orthographic mapping, automatic word recognition, reading fluency, spelling, phonemic awareness, and orthographic processing.

Lindamood Phoneme Sequencing® (LiPS®) by Patricia Lindamood and Phyllis Lindamood
Develops phonemic awareness through articulatory feedback, helping students perceive, produce, sequence, and manipulate sounds for reading and spelling.

Language Comprehension

Visualizing and Verbalizing® (V/V®) by Nanci Bell
Develops concept imagery as a foundation for oral and written language comprehension, vocabulary, memory, critical thinking, and higher-order thinking.

Talkies® by Nanci Bell and Christy Bonetti
Develops oral language and concept imagery to strengthen vocabulary, sentence structure, expressive language, and comprehension.

Math

On Cloud Nine® by Nanci Bell and Kimberly Tuley
Develops imagery for mathematics to strengthen number sense, mathematical reasoning, problem-solving, and conceptual understanding.

Lindamood-Bell and Orton-Gillingham: Key Differences

When comparing Lindamood-Bell and Orton-Gillingham, it is important to recognize that both approaches are explicit and systematic, but they address learning in different ways.

	Lindamood-Bell	Orton-Gillingham
Primary Focus	Develops reading skills and the sensory-cognitive skills that support reading and comprehension. Aligns with a Theory of Cognition.	Structured Literacy instruction emphasizing phonemic awareness, phonics, decoding, encoding, and written language structure.
Reading Instruction	Integrates phonemic awareness, phonics, symbol imagery, phonological and orthographic processing, fluency, and comprehension.	Develops phonemic awareness, phonics, decoding, encoding, and spelling through Structured Literacy instruction.
Comprehension	Explicitly develops concept imagery to enable language comprehension and higher-order thinking.	Addresses vocabulary and comprehension through language, syntax, semantics, and reading instruction.
Individualization	Guided by a Learning Ability Evaluation and ongoing diagnostic teaching.	Individualized based on student performance using Orton-Gillingham principles.
Sensory-Cognitive Development	Explicitly develops phonemic awareness, symbol imagery, and concept imagery as instructional objectives.	Sensory-cognitive processes are not typically identified as separate instructional objectives.

What Makes Lindamood-Bell Unique

One way to understand the distinction is to differentiate between what is being taught and how the brain processes it. This distinction is grounded in Dual Coding Theory, which proposes that literacy depends on the interaction of verbal and nonverbal mental representations, rather than on language alone. (Google Books)

As Sadoski and Paivio (2001) explain:

“Cognition in reading and writing consists of the activity of two separate coding systems of mental representation, one system specialized for language (the verbal coding system) and one system specialized for dealing with nonverbal objects and events (the nonverbal coding system).”

Mental representations are the internal forms of information stored in memory, while processing refers to the activation and interaction of those representations during learning, reading, and thinking. (Google Books)

Traditional structured literacy approaches primarily organize instruction around the component skills of reading—phonics, decoding, spelling, vocabulary, morphology, syntax, and comprehension. Lindamood-Bell teaches these same reading components while also directly developing three sensory-cognitive processes that support skilled reading:

Phoneme awareness – perceiving and manipulating the identity, number, and order of sounds
Symbol imagery – creating stable mental representations of sounds, letters, and spelling patterns to support orthographic processing and automatic word recognition
Concept imagery – creating mental representations for language to support vocabulary, comprehension, reasoning, memory, and critical thinking (Lindamood-Bell)

Examples

Below are examples of content-focused instruction (OG-based) and process-focused instruction (Lindamood-Bell sensory-cognitive based).

Vocabulary Instruction

Content-focused instruction

Learn the definition.
Use the word in a sentence.
Practice the word in conversation.
Review multiple exposures to strengthen retention.

Process-focused instruction

Create a mental image representing the meaning of the word.
Describe and expand the image with sensory detail.
Draw or sketch the image.
Use the image to generate sentences, compare concepts, infer meaning, and improve recall.

The instructional goal extends beyond learning the definition to strengthening concept imagery as a basis for vocabulary, memory, and comprehension.

Word Reading

Content-focused instruction

Learn syllable types.
Apply phonics rules.
Decode unfamiliar words.
Practice spelling patterns and word families.

Process-focused instruction

Develop symbol imagery for sounds and letters.
Visualize the sequence of letters within words.
Manipulate phonemes and graphemes mentally (e.g., “Change the a in plant to i. What word do you picture now?”)
Store stable orthographic representations that support rapid, automatic word recognition rather than relying on repeated analytical decoding.

Here, phonics instruction is integrated with explicit development of the mental representations that support orthographic mapping and fluent reading. (Lindamood-Bell)

Reading Comprehension

Content-focused instruction

Identify the main idea.
Answer literal and inferential questions.
Learn comprehension strategies such as summarizing, predicting, and questioning.

Process-focused instruction

Create detailed mental imagery while reading.
Integrate individual images into an “imaged gestalt” of the entire passage.
Use imagery to support inference, recall, sequencing, problem solving, and critical thinking.

Rather than treating visualization as a reading strategy, concept imagery becomes the cognitive foundation upon which comprehension is built. (Lindamood-Bell)

Why This Distinction Matters

For many students, explicit instruction in phonics and other reading components is sufficient. Others continue to struggle because weaknesses in phoneme awareness, symbol imagery, or concept imagery interfere with how they store, retrieve, and integrate information during reading.

Lindamood-Bell’s diagnostic approach identifies which sensory-cognitive processes and academic skills are limiting performance. Instruction is then individualized and continuously adjusted, so each student receives the emphasis most likely to improve reading, spelling, comprehension, and confidence.

For Parents: Getting Started with Lindamood-Bell Instruction

If your child continues to struggle with reading, comprehension, or learning despite previous instruction, it can be difficult to know what to try next. At Lindamood-Bell, the first step is understanding why your child is struggling.

A comprehensive Learning Ability Evaluation goes beyond measuring academic performance to identify the sensory-cognitive skills that support reading, spelling, language comprehension, and learning. The evaluation examines areas such as phonemic awareness, word recognition, reading fluency, spelling, oral language comprehension, and reading comprehension to provide a clear picture of your child’s strengths and learning needs.

Using these results, our team develops an individualized learning plan focused on the skills that will have the greatest impact on your child’s progress. Instruction is available in person at Lindamood-Bell Learning Centers and through live online instruction. Throughout the process, families receive regular updates, and instruction is continuously adjusted as new skills develop and learning accelerates.

If you’re ready to learn more about your child’s learning profile, contact your nearest Lindamood-Bell Learning Center or schedule a Learning Ability Evaluation (slide-out form). Together, we can determine the instruction that best supports your child’s path to stronger reading, comprehension, and lifelong learning.

For Educators: Partnering with Lindamood-Bell

Since 1986, Lindamood-Bell has partnered with educators, schools, and districts to improve student outcomes through evidence-based instruction, professional development, and customized school partnerships. Whether you’re looking to strengthen classroom instruction, provide intensive intervention, or build schoolwide capacity, Lindamood-Bell offers flexible solutions tailored to your goals.

Professional development workshops prepare educators, speech-language pathologists, and intervention specialists to implement the founders’ programs, including Seeing Stars®, Visualizing and Verbalizing®, Talkies®, LiPS®, and On Cloud Nine® math. Through hands-on learning, demonstrations, guided practice, and implementation support, participants gain practical strategies for developing the sensory-cognitive skills that support reading, language, and math. Schools and districts can also receive customized coaching, consultation, in-service training, and job-embedded professional learning.

For schools seeking additional intervention, the Learning Center on Campus model brings Lindamood-Bell instructional staff directly to the school site, allowing students to receive intensive one-to-one instruction during the school day while remaining part of their school community. This partnership provides direct student services while giving educators the opportunity to observe instruction and deepen their understanding of sensory-cognitive learning.

Explore our professional development workshops and school partnership options, or call 800-233-1819 to speak with a program expert about how Lindamood-Bell can support your educators, students, and school community.

Frequently Asked Questions

What is the difference between Lindamood-Bell and Orton-Gillingham?

Lindamood-Bell’s approach has similarities to Orton-Gillingham, such as explicit, systematic, multisensory instruction in the component parts of reading—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our approach differs in its focus on the underlying sensory-cognitive processes of symbol imagery and concept imagery. These skills may be an important missing piece for some students who continue to struggle despite receiving high-quality reading instruction.

Does Lindamood-Bell include phonics instruction?

Yes. Like Orton-Gillingham, Lindamood-Bell includes explicit instruction in phonemic awareness and phonics as part of a comprehensive approach to developing reading and spelling. Lindamood-Bell also develops the sensory-cognitive processes that support orthographic processing, fluent reading, and language comprehension.

Is Lindamood-Bell effective for students with dyslexia?

Yes. Lindamood-Bell instruction helps many students with dyslexia as well as other students who struggle with reading. Instruction is individualized to address each student’s specific learning needs by developing the sensory-cognitive skills that support reading, spelling, and language comprehension.

Research supports this individualized approach. In a groundbreaking study published in Nature Communications, researchers at Stanford University found that Lindamood-Bell reading intervention significantly improved reading skills in children with dyslexia while also strengthening the brain networks that support reading. These findings provide evidence that instruction targeting the underlying learning processes can improve reading while strengthening the neural systems involved in reading.

Can Lindamood-Bell be used alongside Orton-Gillingham?

Yes. Many students who continue to struggle with reading after receiving Orton-Gillingham or other reading instruction benefit from instruction that develops the underlying sensory-cognitive skills affecting reading. For example, Seeing Stars® explicitly develops symbol imagery, a foundational skill for orthographic mapping, automatic word recognition, spelling, and reading fluency.

Separately, some students struggle primarily with language comprehension, memory, or higher-order thinking due to weak concept imagery. Visualizing and Verbalizing® explicitly develops concept imagery to strengthen comprehension, critical thinking, and learning from language. This instruction can benefit students whether or not they have previously received Orton-Gillingham or other reading intervention.

How can families determine what instruction their child needs?

Every student has a unique learning profile. A comprehensive assessment can identify the underlying skills affecting reading, comprehension, and learning. Lindamood-Bell’s Learning Ability Evaluation identifies sensory-cognitive strengths and weaknesses and provides individualized instructional recommendations based on each student’s needs.

Is Lindamood-Bell instruction available online?

Yes. Lindamood-Bell’s live online instruction mirrors the individualized instruction provided in our Learning Centers, making the same evidence-based instruction available to students wherever they live.

Why Families and Educators Choose Lindamood-Bell

Whether you’re a parent seeking answers for a child who continues to struggle with reading or an educator looking to strengthen literacy instruction and student outcomes, Lindamood-Bell offers individualized solutions backed by decades of experience and research.

Wherever you are in your journey, Lindamood-Bell is committed to helping students develop the skills that make learning possible.

Get in Touch to learn more.

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Coming to Oakland: All-inclusive Education at the Urban Collaborative Fall Meeting

Coming to San Diego: Reaching At-Promise Students

California Partnerships: Putting Research into Practice

Spotlight: San Francisco Unified

Let’s Advance Literacy Together

Consistent Support for Globally Mobile Families

Dyslexia Support—Wherever You Call Home

Students with a Prior Diagnosis Who Received Decoding Instruction Only

Learning Support That Travels With Your Family

Learn More About Live-Online Instruction

What Does ADHD Coaching for Students Look Like?

Academic Coaching Begins with Understanding Your Child’s Learning Profile

Sensory-Cognitive Instruction ​Develops the Skills ​that Underlie Learning

Application to Content: ADHD Coaching That Connects Learning to the Classroom

Schoolwork Support: ADHD Coaching for Homework and School Assignments

A Different Approach to ADHD Coaching

Get Started

Title: ADHD and Dyslexia: Untangling the Comorbidity Conundrum

Presenter: Paul Worthington, Director of Research and Development, Lindamood-Bell

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

The Impact of Daily Reading

Broader Vocabulary

Improved Comprehension Skills

Deeper Understanding of the World

The Academic Impact of Daily Reading

Helping Reluctant Readers

Encourage Reading with Your Child’s Interests

Promote a Positive Reading Environment

Address Comprehension and Decoding Issues

Improve Reading Comprehension and Learning Skills at Lindamood-Bell

“I Was Learning to See for the First Time”

São Paulo, Brazil

“This Child Is Confident and Happy”

Mobile, Alabama

Small Moments That Changed Everything

Sydney, Australia

“His Reading Is Truly Night and Day”

Elmhurst, Illinois

“A Happy Boy, Empowered by His Own Abilities”

Notting Hill, London

“Absolutely Transformative”

San Luis Obispo, California

Every Milestone Is Meaningful

Wonder What’s Possible for Your Child?

Understanding ADHD in Students

Tips for Students with ADHD

1. Evaluate Student Learning

2. Creating a Supportive Learning Environment

3. Effective Study Techniques for Students with ADHD

4. Building Motivation and Self-Confidence

5. Collaborating with Teachers and other Professionals

Find Support to Improve Learning for Students with ADHD

Success for Students with ADHD at Lindamood-Bell

Key Takeaways

Typical Reading Milestones by Age

Infants and Toddlers (Birth to Age 3):

Preschool and Kindergarten (Ages 3–5):

Early Elementary (Ages 6-8):

Signs a Child Is Ready to Learn to Read

Interest in Books and Print

Foundational Reading Skills

When to Consider an Evaluation

How Parents and Teachers Can Support Early Reading

Everyday Reading and Conversation

Explicit, Systematic Instruction

Environment and Interest

What to Do If Reading Is Delayed or Challenging

Evidence-Based Intervention

Schools and Specialists

Quick Reference: Reading Readiness and Support

Bottom Line: When Should Kids Start Reading?

What Is Online Homeschooling?

Benefits and Challenges of Online Homeschooling

Choosing an Online Homeschool Program

Curriculum, Instruction, and Resources for Online Homeschooling

Building Community and Online Homeschooling

Getting Started and Ongoing Support

Why Families Choose Lindamood-Bell Academy

Take the Next Step

Sensory-Cognitive Instruction Aligned with Structured Literacy

Sensory-Cognitive Instruction Develops the Skills that Underlie Learning

Schedule a Learning
Ability Evaluation