All posts by Julie Gisbon

Lindamood-Bell Names San Luis Obispo Learning Center as Flagship Location; Announces Emily Hoffman as Director

* Press Releases, Learning Centers

For more than 40 years, Lindamood-Bell’s San Luis Obispo Learning Center has been at the heart of the organization’s mission to change lives through learning. As Lindamood-Bell’s first Learning Center and home to its corporate headquarters, it has now been designated as the organization’s official Flagship Learning Center. The company also announced the appointment of Emily Hoffman as Flagship Learning Center Director.

The Flagship designation recognizes the San Luis Obispo Learning Center’s role as a hub for innovation, educator training, and instructional excellence across Lindamood-Bell’s 46 locations nationwide. While every Lindamood-Bell Learning Center is committed to helping students achieve meaningful learning gains, the Flagship Center will serve as a place where new ideas are developed, best practices are refined, and educator training strengthens instruction across the organization.

Emily Hoffman brings 30 years of Lindamood-Bell experience to her new role. She has served in several leadership positions, including Learning Center Director and, most recently, Director of Lindamood-Bell Academy.

“There is something incredibly meaningful about leading the Flagship Center in San Luis Obispo, where Lindamood-Bell began,” said Hoffman. “This center represents both our history and our future. I’m honored to support our local families while also helping strengthen innovation, collaboration, and excellence across all of our locations.”

“Emily’s depth of experience and commitment to students make her uniquely qualified to lead our Flagship Learning Center,” said Alison Bell, Executive Vice President. “San Luis Obispo has always held a special place in our organization, and under Emily’s leadership, it will continue to serve as a model of excellence and growth.”

The designation was celebrated during a special event at Lindamood-Bell’s San Luis Obispo headquarters, which also marked the organization’s 40th anniversary. Co-founder and CEO Nanci Bell reflected on Lindamood-Bell’s history and vision for the future, Emily Hoffman welcomed guests into the Learning Center, and the San Luis Obispo Chamber of Commerce hosted an official ribbon-cutting ceremony.

Watch KSBY’s coverage of this milestone.

As Lindamood-Bell’s Flagship Learning Center, the San Luis Obispo location will continue providing individualized instruction for students while serving as a national center for educator training, instructional collaboration, and innovation.

To learn more about the San Luis Obispo Learning Center or schedule a Learning Ability Evaluation, please visit our San Luis Obispo Learning Center page.

Dyslexia Causes and Interventions | Explore the Facts and Find Support

Dyslexia, Learning Difficulties, Reading, , ,

Understanding the causes of dyslexia helps parents and educators make informed decisions about effective, evidence-based support. 

 

What Is Dyslexia?

what is dyslexia

Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography of the English language. These difficulties occur along a continuum of severity and may persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological, orthographic, and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience, which can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective. Targeted instruction beyond the early years of education, when diagnostically driven and delivered intensively, can lead to remediation of dyslexia. 

 

What Are the Possible Causes of Dyslexia?

 

The Brain’s Reading Network

Understanding what causes dyslexia begins with understanding the brain’s reading network. Reading relies on interconnected regions in the left hemisphere that support the processing of the sounds of the phonemes in the English language, coupled with the symbols/letters representing those sounds, and their relationships to words. Difficulties grounded in these brain-based regions negatively affect word recognition. In dyslexia, these neurological systems do not activate as efficiently, and the connections among them differ from those of typical readers. These differences are present early in development and are not the result of low intelligence. Causation is complex. Beyond genetic factors, the lack of evidence-based developmental instruction in appropriate educational environments that address the necessary brain processes may contribute to a diagnosis of dyslexia.

Specifically, from what is termed as a sensory-cognitive perspective, instructionally stimulating and systematically addressing the combination of phonological and orthographic processing (sounds and letter symbols) as applied to words plays a central role in learning to read. When the brain has difficulty precisely perceiving, segmenting, and manipulating speech sounds in combination with letters, it may struggle to build stable connections as applied to decoding (reading) and encoding (spelling). 

The encouraging news is that research indicates that, with effective, structured sensory-cognitive instruction that directly targets these underlying processes, neural pathways connecting the auditory, visual, and language systems can and will become more efficient over time, with the right instruction over the necessary amount of time. Research from the Universities of Georgetown, the University of Washington, MIT and Stanford has shown that targeted reading intervention can support measurable changes in the brain’s reading circuitry alongside behavioral improvements in reading skills. Learn more in the article, Teachers are Brain Engineers, from the University of Washington.

 

Genetic and Hereditary Factors of Dyslexia 

As inferred from above, genetic influences are associated with reading development, though no single gene causes dyslexia. Instead, multiple genetic factors contribute to the development of the networks involved with all processes associated with learning to read.

Because these influences are complex, two individuals with similar family histories may have very different learning profiles. What remains consistent is that early identification and instruction that directly strengthen foundational reading skills can significantly improve outcomes.

 

Environmental Influences on Dyslexia

Environmental factors can significantly contribute to the diagnosis of dyslexia, influencing how early reading challenges are addressed if children do not receive effective, scientifically validated instructional support. From a sensory-cognitive perspective, in addition to early rich print exposure, specific diagnostic assessments play an important role in helping educators identify students who may need additional support.

When concerns are recognized early and timely, with the right kind of explicit instruction that directly develops underlying sensory-cognitive reading skills, stronger outcomes can be realized. High-quality early, scientifically based differential diagnosis and literacy instruction in preschool, kindergarten, and the primary grades can help identify difficulties sooner and provide students with targeted support before reading struggles become more significant. Not addressing these factors will affect whether students are identified and supported, determining the odds of a diagnosis of dyslexia.

When instruction does not explicitly target the necessary underlying sensory-cognitive skills, students may continue to struggle despite exposure and effort. In contrast, instruction that directly develops these foundational systems can lead to meaningful, measurable growth in reading and comprehension. Dyslexia occurs across all socioeconomic backgrounds, languages, and learning environments.

  

Myths and Misconceptions About Dyslexia

Myth:  Dyslexia is associated with low intelligence.
Fact:  Individuals with dyslexia have a wide range of intellectual abilities, often average to above average. Dyslexia affects reading efficiency, not thinking or learning capacity.

Myth:  Dyslexia is caused by a phonological processing weakness.
Fact: While Phonological processing is a factor, there is more to it. The ability to process the orthographic structure (number, order, and sequence of letters in words) of English is equally at play in learning to read.

Myth: Students will outgrow dyslexia without help.
 Fact: While individuals may develop coping strategies, dyslexia reflects underlying language-processing differences that benefit from explicit, structured instruction targeting foundational reading skills.

Myth: Dyslexia is lifelong and cannot be helped.
 Fact: Research shows that appropriate intensive instruction can lead to significant improvement in reading and spelling for students with dyslexia. Early, intensive, and explicit instruction that develops underlying sensory-cognitive and language-processing skills is associated with stronger outcomes.

Myth: Accommodations are the primary way to help someone with dyslexia.
 Fact: Accommodations such as extra time or audiobooks can improve access to grade-level content, but they do not directly develop the underlying reading skills needed for long-term independence. Students with dyslexia benefit most from explicit, systematic instruction that directly targets foundational sensory-cognitive skills, including phonological awareness and symbol imagery – the ability to create mental representations for letters and words. Strengthening these skills supports accurate word recognition and reading fluency over time.

 

How Dyslexia Is Identified

how to identify dyslexia

Early signs can appear before formal reading instruction, including difficulty with rhyming, recognizing and manipulating sounds, and learning letter names and sounds. These early indicators reflect developing phonological awareness skills.

As reading begins, consistent struggles with decoding, slow and effortful reading, and persistent spelling difficulties may indicate a need for evaluation.

A comprehensive assessment typically includes measures of phonological awareness, letter-sound knowledge, decoding, word reading, fluency, spelling, and language comprehension. These results help identify specific sensory-cognitive strengths and weaknesses and guide instruction that targets the underlying skills involved in what causes dyslexia.

 

Support for Dyslexia at Lindamood-Bell

support for dyslexia

At Lindamood-Bell, we help families attain real, measurable progress by focusing on the sensory-cognitive foundations of reading. Our instruction targets the underlying causes of reading weaknesses, including phonological processing and symbol imagery (orthographic processing) —the ability to create mental representations for sounds and letters—which supports accurate decoding and fluent reading.

We provide individualized, intensive instruction that strengthens the cognitive skills necessary for reading, including:

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

We begin with a comprehensive Learning Ability Evaluation to identify each learner’s strengths and needs, then create a personalized instruction plan with clear goals and frequent progress checks. Families partner with our team to support sustained growth over time. Independent research and outcome data, including studies showing changes in brain pathways alongside gains in reading skills, position Lindamood-Bell as a trusted leader in literacy instruction.

For nearly four decades, Lindamood-Bell has worked with tens of thousands of individuals. Our success is grounded in our sensory-cognitive approach to instruction, which directly targets the skills underlying reading development.

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

Students with a Prior Dyslexia 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

 

Take the Next Step

cause of dyslexia

If you’re wondering how to support your child’s reading growth, we can help you move forward with clarity and confidence. For nearly forty years, Lindamood-Bell has partnered with families to transform reading and comprehension through instruction that targets the underlying causes of reading difficulty and builds strong, independent learners. Schedule a Learning Ability Evaluation to gain a clear understanding of your child’s strengths and needs and take the next step toward meaningful progress.

Lindamood-Bell and Orton-Gillingham | Understanding the Difference

Reading,

Families and educators exploring Lindamood-Bell Learning Processes and Orton-Gillingham for instruction or professional development will find that they share the same goal: improving reading.  However, there are some differences. Both methodologies aim to help students become accurate, fluent readers who comprehend what they read. While both approaches are concerned with reading and spelling in written language and utilize explicit, systematic instruction and active student engagement, Lindamood-Bell focuses more broadly on reading and spelling in written language.

The Orton-Gillingham approach is based on Structured Literacy. Structured Literacy primarily emphasizes instruction in lexical or language processing, especially in decoding (addressing alphabetic processing through phonics for decoding, spelling, and contextual reading). Along with learning to decode, Orton-Gillingham also addresses vocabulary and comprehension, primarily relying on syntax and semantics to help students derive meaning from print. 

The Lindamood-Bell intervention model differs in how it addresses oral and written language comprehension. In contrast to Structured Literacy’s singular lexical or language code theoretical approach to literacy, the basis of Lindamood-Bell’s model of instruction is an additional brain-based code beyond just the language code. While instruction in the language code is critical, over five decades of cognitive neuroscience research has revealed the Dual Coding Theory of cognition. The basis of Lindamood-Bell’s model is sensory-cognitive instruction. Its approach to learning, including reading, develops the sensory-cognitive processes that underlie reading and comprehension, including phonemic awareness, symbol imagery for reading and spelling, and concept imagery for language comprehension and critical thinking.

 

Programs Developed by Lindamood-Bell’s Founders

Visualizing and Verbalizing® (V/V) by Nanci Bell

Develops concept imagery as a foundation for oral and written language comprehension, higher-order thinking, vocabulary, and critical thinking.

 

Seeing Stars® by Nanci Bell

Develops symbol imagery for reading and spelling, supporting phonemic awareness, orthographic processing, word recognition, spelling, and fluency.

 

Lindamood Phoneme Sequencing® (LiPS) by Patricia Lindamood and Phyllis Lindamood

Develops phonemic awareness through articulatory feedback, helping students perceive, produce, sequence, and manipulate sounds in words for reading and spelling.

 

Talkies® by Nanci Bell and Christy Bonetti

Develops oral language and concept imagery to support vocabulary, sentence structure, and comprehension development.

 

On Cloud Nine® by Nanci Bell and Kimberly Tuley

Develops imagery for mathematics to strengthen 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 Development of sensory-cognitive processes for literacy and learning.

 

 Structured literacy instruction focused primarily on phonics.
Core methods Imagery-based instruction for sounds, symbols, and language comprehension.

 

 Sequential phonics and language structure instruction
Skill emphasis Phonemic awareness, symbol imagery, comprehension, and critical thinking.

 

 Language profile driven with more of a focus on reading (decoding, encoding) 
Instructional framework Programs target sensory-cognitive functions utilizing the Socratic teaching method 

 

 Tightly scripted focus on written language, a phonetics-based approach.
Comprehension focus Explicitly develops concept imagery for comprehension and thinking

 

 A syntax and semantics-driven language processing focus, secondary to decoding instruction
Customization Instruction is individualized based on diagnostic evaluation and a student’s learning needs. 

 

 Customized approach geared predominantly towards reading.

 

What Makes Lindamood-Bell Unique

Lindamood-Bell instruction specifically develops the imagery-language foundation necessary for reading, language comprehension, and math. Through Socratic, respond-to-the-response questioning, instructors teach students to integrate sensory information to help them develop their language and literacy skills.

These processes include:

  • Phonemic awareness — the ability to identify and manipulate sounds in spoken language
  • Symbol imagery — the ability to visualize letters and letter patterns within words for reading and spelling
  • Concept imagery — the ability to create mental imagery from language to support comprehension and critical thinking

Lindamood-Bell programs have been implemented with students experiencing dyslexia, hyperlexia, language-processing difficulties, autism spectrum disorder, and other learning challenges. Progress is monitored through standardized testing, program-specific measures, and ongoing diagnostic teaching.

 

Getting Started with Lindamood-Bell Instruction

The process begins with a comprehensive Learning Ability Evaluation that examines areas such as:

  • Phonemic awareness
  • Word recognition
  • Reading fluency
  • Spelling
  • Oral language comprehension
  • Reading comprehension

Based on the results, an individualized learning plan is developed for each student.

Students receive instruction:

  • In person at Lindamood-Bell Learning Centers
  • Through live-online instruction
  • In partnership with schools and districts

Families receive regular communication regarding student progress, and instruction is adjusted as students develop stronger sensory-cognitive processing and literacy skills.

 

Support for Educators

Lindamood-Bell also provides professional development workshops for education professionals, teachers, and schools interested in implementing evidence-based instructional practices that change student outcomes.

Workshops are designed to help educators understand the sensory-cognitive basis of literacy and learning, as well as the instructional techniques for developing phonemic awareness, symbol imagery, and concept imagery.

Professional development includes hands-on learning experiences, demonstrations, and opportunities for guided practice led by Lindamood-Bell faculty.

Learn more about our professional development workshops on the Workshop Schedule page or call 800-233-1819 to speak with a program expert.

 

Frequently Asked Questions

How is Lindamood-Bell different from Orton-Gillingham?

Orton-Gillingham primarily emphasizes structured literacy instruction focused on phonics, spelling, and decoding patterns. Lindamood-Bell instruction develops the sensory-cognitive processes that support reading, spelling, comprehension, and critical thinking.

For example, Seeing Stars develops symbol imagery for reading and spelling, while Visualizing and Verbalizing develops concept imagery for comprehension and higher-order thinking.

Is Lindamood-Bell effective for students with dyslexia?

Yes. Lindamood-Bell instruction has been used with students experiencing dyslexia and other learning challenges affecting reading and comprehension. A groundbreaking study published in Nature Communications and spearheaded by Stanford University reveals that Lindamood-Bell reading intervention not only improves reading skills in children with dyslexia but also strengthens the brain’s reading circuits. 

Will my child still learn phonics?

Yes. Students at Lindamood-Bell may receive customized instruction for phonics and phonemic awareness as applied to all components of written language

How is progress monitored?

At Lindamood-Bell, student progress is measured through ongoing diagnostic teaching, program-specific data collection, and standardized assessments. Further, instruction is continuously adjusted based on student responses and performance.

How long does instruction take at Lindamood-Bell?

Program length varies depending on student needs, goals, instructional intensity, and learning profile. A customized recommendation is during the evaluation process, in consultation with a Lindamood-Bell learning expert. 

Is online instruction available at Lindamood-Bell?

Yes. Lindamood-Bell’s live-online instruction mirrors the instruction provided in our Learning Centers.

 

Why Families and Educators Choose Lindamood-Bell

Since 1986, Lindamood-Bell has partnered with families, educators, and schools to develop the sensory-cognitive foundations of literacy and learning.

For families comparing Lindamood-Bell and Orton-Gillingham, the distinction often comes down to instructional focus. Orton-Gillingham emphasizes structured literacy and phonics instruction, while Lindamood-Bell instruction develops the imagery-language foundation for reading, spelling, comprehension, and critical thinking.

The goal is not simply accurate decoding, but meaningful comprehension and independent learning.

Get in Touch to learn more.

What Is Phoneme Awareness? A Guide for Parents and Educators

Learning Difficulties, Reading, ,

what is phonemic awareness

 

Phoneme awareness is an important component of reading and language development, but it is not reading itself. To understand phoneme awareness, it is helpful to first understand how reading works.

Reading is an integration of multiple processing skills, including word attack, sight word recognition, contextual reading fluency, oral vocabulary, and comprehension. Successful reading requires more than decoding words accurately. Readers must also create meaning from language, monitor their own understanding, and self-correct when something does not make sense.

At Lindamood-Bell, we view reading and comprehension as cognitive acts that depend on underlying sensory-cognitive functions. Three sensory-cognitive functions underlie reading and comprehension:

Phoneme Awareness (PA) is the ability to perceive the identity, number, and sequence of sounds within words.

Symbol Imagery (SI) is the ability to create mental images for sounds and letters within words.

Concept Imagery (CI) is the ability to create an imaged gestalt, or whole, for oral and written language.

While individuals may differ in their abilities, the processes necessary for reading are not different. When one or more of these sensory-cognitive functions is weak or inefficient, reading and comprehension can become difficult. The encouraging news is that sensory-cognitive functions can be developed, changing an individual’s ability to read, comprehend, and learn.

Reading is a cognitive process consisting of language and imagery. Readers use sensory input to monitor accuracy, self-correct errors, and construct meaning from text. Effective instruction must therefore align with how cognition works if it is to produce meaningful and lasting changes in reading and comprehension.

 

What Is Phoneme Awareness?

definition of phonemic awareness

Phoneme awareness is the ability to perceive the identity, number, and sequence of sounds within words.

For example, a student with strong phoneme awareness can recognize that the word cat contains three sounds: /k/, /a/, and /t/. The student can identify individual sounds, blend sounds together to form words, segment words into sounds, and manipulate sounds to create new words.

Phoneme awareness involves attending to spoken language and recognizing the sound structure of words. It is often discussed as part of phonological awareness, a broader term that includes awareness of larger units of sound such as words, syllables, and rhymes.

 

Why Phoneme Awareness Matters

phonemic awareness skills

Phoneme awareness contributes to accurate word identification, spelling, and language processing by enabling individuals to perceive the identity, number, and sequence of sounds within words.

When phoneme awareness is well developed, students are better able to notice when sounds are added, omitted, substituted, or rearranged within words. This ability helps them monitor their own responses, recognize errors, and make corrections while reading and spelling.

Weak phoneme awareness can contribute to difficulties with:

  • Recognizing the sameness and difference of sounds
  • Discriminating the identity, number, and sequence of sounds within words
  • Blending sounds into words
  • Word attack
  • Spelling
  • Self-correcting reading errors

Research and instructional experience have demonstrated that phoneme awareness can be developed and applied to literacy skills. As students strengthen their awareness of sounds within words, they often become more accurate and confident readers and spellers.

At the same time, phoneme awareness alone does not fully explain skilled reading. Students may develop strong phoneme awareness and word attack skills yet continue to struggle with automatic word recognition, contextual reading fluency, or comprehension. For this reason, Lindamood-Bell views phoneme awareness as one of several sensory-cognitive functions that contribute to successful reading and learning.

 

Developing the Sensory-Cognitive Functions for Reading

phonemic awareness and reading

Lindamood-Bell uses programs that develop the sensory-cognitive functions that underlie reading and comprehension.

Seeing Stars® Program, Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling (SI)

The Seeing Stars® Program, by Nanci Bell, develops symbol imagery, the ability to visualize sounds and letters in words, as a basis for orthographic awareness, phoneme awareness, word attack, word recognition, spelling, and contextual reading fluency.

As students develop the ability to image letters and letter patterns, they strengthen their awareness of the sounds within words and improve their ability to identify, decode, spell, and recognize words automatically.

 

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

Some students require more basic and more extensive work to develop phoneme awareness.

The LiPS® Program, by Patricia Lindamood and Phyllis Lindamood, teaches students to discover and label the oral-motor movements of phonemes. Using oral-motor, visual, and auditory feedback, students learn to verify the identity, number, and sequence of sounds within words. LiPS® may be appropriate for students who need more direct and extensive phoneme awareness instruction.

 

Visualizing and Verbalizing® for Language Comprehension and Thinking (V/V®)

The V/V® Program, by Nanci Bell, develops concept imagery, the ability to create an imagined or imaged gestalt from language, as a basis for comprehension and higher-order thinking. The development of concept imagery supports reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

 

Signs a Student May Need Support

support for phonemic awareness

Students with weaknesses in phoneme awareness may:

  • Have difficulty perceiving or manipulating sounds within words
  • Add, omit, substitute, or reverse sounds when reading or spelling
  • Struggle with word attack and spelling
  • Rely on guessing rather than accurate word identification

Reading difficulties may also result from weaknesses in symbol imagery or concept imagery. Students who struggle with word attack, spelling, or contextual reading fluency may benefit from developing symbol imagery. Students who struggle with vocabulary, language comprehension, or creating meaning from text may benefit from the development of concept imagery.

When a student struggles with reading, it is important to look beyond academic performance and consider the sensory-cognitive processes that underlie learning. A Learning Ability Evaluation can help identify strengths and weaknesses and provide valuable information for developing an effective instructional plan.

 

Lindamood-Bell Instruction

improve phonemic awareness

Traditional reading and tutoring programs often focus on practice, content, reading strategies, or spelling rules. While these approaches may address academic performance, they do not always develop the sensory-cognitive functions necessary for reading and comprehension.

Lindamood-Bell is different.

Our instruction is designed to develop the sensory-cognitive processes that underlie reading, spelling, language comprehension, and critical thinking. Depending on an individual’s learning needs, instruction may focus on developing one or more of the sensory-cognitive functions that support learning.

Instruction is personalized, intensive, and responsive to student performance. Through one-to-one or small-group instruction, delivered in person or live-online, students develop the underlying processes necessary for reading, spelling, comprehension, and learning.

Lindamood-Bell Instruction begins with a Learning Ability Evaluation that identifies strengths and areas of need. Using this information, we create an individualized learning plan designed to develop the sensory-cognitive functions that support learning and academic success.

Across thousands of students, Lindamood-Bell has documented gains in reading, spelling, language comprehension, and critical thinking. Our goal is to help students become accurate, fluent, and confident learners.

 

Training for Educators

how to teach phonemic awareness

Lindamood-Bell partners with schools and districts to help educators understand and develop the sensory-cognitive processes that underlie reading, comprehension, and learning. Our approach, grounded in the cognitive science of learning, aligns with the science of reading and structured literacy.

Through professional learning, educators learn how sensory-cognitive functions such as Phoneme Awareness, Symbol Imagery, and Concept Imagery contribute to reading, spelling, language comprehension, and academic success.

Lindamood-Bell for Schools offers workshops, coaching, and comprehensive school partnerships, available live online and in person. Individual educators can enroll in workshops to deepen their instructional knowledge, while schools and districts can engage in coaching and partnership opportunities designed to support implementation and student achievement.

Teachers, specialists, interventionists, administrators, and school teams gain practical strategies they can apply immediately while deepening their understanding of the processes that support literacy and learning.

 

 

Frequently Asked Questions

What is the difference between phoneme awareness and phonics?

Phoneme awareness is the ability to perceive and manipulate the sounds within spoken words. Phonics involves instruction in the relationship between sounds and letters.

How can I tell if a child needs help with phoneme awareness?

Students with weak phoneme awareness may have difficulty identifying sounds within words, blending sounds, spelling accurately, or discriminating between similar sounds.

Does phoneme awareness affect reading comprehension?

Phoneme awareness supports accurate word identification and spelling. However, skilled reading also depends on symbol imagery and concept imagery. Students may develop strong phoneme awareness yet continue to struggle with automatic word recognition, contextual reading fluency, or comprehension. Independent reading and comprehension require the integration of multiple sensory-cognitive functions.

How does Lindamood-Bell help with reading?

Depending on an individual’s learning needs, instruction may focus on developing one or more of the sensory-cognitive functions that underlie reading and comprehension:

  • Seeing Stars® develops Symbol Imagery, the ability to visualize sounds and letters within words.
  • Visualizing and Verbalizing® develops Concept Imagery, the ability to create a gestalt for oral and written language.
  • LiPS® provides more basic and extensive development of phoneme awareness for students who may benefit from oral-motor kinesthetic feedback.

One or more of these programs may be used to address an individual’s specific learning needs.

 

 

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

For Schools, Professional Development, Reading, , ,

The Science of Reading and Lindamood-Bell

The Science of Learning

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

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

 

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

The Science of Learning methods

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

 

The Cognitive Science of Learning

 

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

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

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

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

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

 

How Sensory-Cognitive Instruction Expands on the Science of Reading

 

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

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

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

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

Cascade for Reading

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

 

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

 

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

 

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

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

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

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

 

Resources for Educators

Science of Learning resources

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

Reading and Spelling Programs

Seeing Stars

Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling

Lindamood Phoneme Sequencing (LiPS)

Phonemic Awareness for Reading, Spelling, and Speech

Comprehension Programs

Visualizing and Verbalizing (VV)

Concept Imagery for Language Comprehension, Thinking, and Memory

Talkies

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

 

A Teacher’s Perspective

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

 

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

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

 

 

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Summer Instruction to Help Your Child Reach Their Amazing Potential!

Instruction, Learning Centers

 

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

 

Watch their story:

 

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

Save 10% on summer instruction when you enroll now.

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

 

Balance Learning and Fun This Summer

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

Proven effective for students with learning challenges

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

Engaging Instruction

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

Spots are filling fast.

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

 

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

Technology, Screen Time, and Cognitive Development in Children

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

Human Interaction vs. Technology in Learning

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

 

Urgency of the Screen Time Debate

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

 

The Case for Sensory-Cognitive Stimulation Over Technology

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

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

 

Insights from Developmental Neuropsychology

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

 

The Importance of Concept Imagery and Direct Instruction

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

 

Commitment to Human-Led Instruction

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

 

The Critical Role of Screen Time Management in Cognitive Development

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

 

Support for Learning at Lindamood-Bell

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

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

Lindamood-Bell Academy: Enroll Now for Special Savings

Academy, Specials

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

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

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

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

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

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

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

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

Learning Centers, Reading, , , , ,

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

 

Understanding What It Means to Be an Independent Reader

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

 

Why Reading Independence Matters

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

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

Let’s take a look at the data:

 

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

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

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

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

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

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

 

Supporting Comprehension During Independent Reading

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

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

 

The Importance of Self-Correction in Independent Reading

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

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

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

 

Signs of Reading Difficulties 

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

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

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

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

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

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

 

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

 

Support for Reading at Lindamood-Bell

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

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

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

 

Key Takeaways for Families

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

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

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

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

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

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

Evidence-Based Literacy Instruction to Support the Minnesota READ Act

For Schools, Professional Development, Reading, , , ,

Lindamood-Bell Approved for Minnesota READ Act Intervention List

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

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

 

Supporting Minnesota’s Literacy Goals

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

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

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

 

READ Act–Approved Interventions

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

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

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

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

Download the Seeing Stars Fact Sheet

 

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

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

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

Download the LiPS Fact Sheet

 

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

 

Job-Embedded Professional Development

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

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

Our professional development options include:

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

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

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

 

Evidence-Based 

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

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

 Download the research summary

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

Download the research summary

Additional evidence for Seeing Stars includes:

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

View More School Results

 

A Proven Partner for Schools

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

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