All posts by Julie Gisbon

Bridging the Gap: How Lindamood-Bell Supports At-Promise and Opportunity Youth Through Literacy and Imagery

For Schools, Reading

Lindamood-Bell supports At-Promise Youth

At Lindamood-Bell, we believe that every student can learn to their potential—especially those who have been historically underserved, overlooked, or underestimated. Across the country, we are working alongside educators, juvenile justice programs, and workforce development initiatives to change the trajectory for at-promise and opportunity youth by closing one of the most critical barriers to equity: the comprehension gap.

At the recent 2025 RAPSA Forum, we had the honor of presenting our session on “Closing the Comprehension Gap: Unlocking Potential Through Concept Imagery.” This conversation emphasized what decades of cognitive and instructional research have shown: when students are explicitly taught how to comprehend through imagery, they gain access not only to academics but also to life skills, career pathways, and a sense of agency.

 

Supporting Literacy Where It Matters Most

Our work with at-promise youth is grounded in science, guided by compassion, and driven by results. Two projects, in particular, demonstrate the powerful impact of Lindamood-Bell instruction on youth who face significant challenges.

Project of Hope – San Diego Juvenile Justice System

Through a groundbreaking partnership with the San Diego County Juvenile Court and Community Schools, Lindamood-Bell delivered intensive, sensory-cognitive instruction to youth involved in the justice system. The program, Project of Hope, focused on developing both decoding and comprehension skills using the Seeing Stars and Visualizing and Verbalizing programs.

The SANDAG Impact Evaluation Report found that participants made significant gains in reading and language skills—gains that translated into improved engagement and confidence. Youth who had previously struggled with basic comprehension were now able to understand instructions, follow through on goals, and see themselves as learners for the first time.

Workforce Readiness at Michigan Career and Technical Institute (MCTI)

In another pioneering initiative, Lindamood-Bell partnered with the Michigan Career and Technical Institute, which serves young adults with barriers to employment. Many participants had undiagnosed learning challenges, including dyslexia, that affected their ability to succeed in job training.

A study by Laurel Disney (2021) demonstrated that Lindamood-Bell instruction at MCTI led to significant improvements in foundational literacy and comprehension, providing students with access to career certifications, independent living skills, and enhancing their long-term employability.

 

Why Concept Imagery Matters for At-Promise Youth

Opportunity youth—those who are not currently in school or employed—often face challenges that extend beyond academics. They may have experienced trauma, inconsistent schooling, and social or systemic barriers. But one common thread is often present: difficulty with reading comprehension.

This is where concept imagery becomes life-changing.

The Visualizing and Verbalizing program develops students’ ability to create mental imagery from oral and written language. This skill transforms how they understand information—whether it’s a textbook, a job application, or a set of verbal instructions at work. 

For at-promise youth, concept imagery strengthens:

  • Life skills – following steps, solving problems, understanding social situations

  • Job skills – comprehending training materials, safety instructions, and schedules

  • Personal development – building confidence, communication, and goal setting

 

Building a Pathway Forward

We know that literacy is a gateway, not just to school success but to long-term independence, employability, and empowerment. That’s why Lindamood-Bell continues to partner with schools, non-profits, and workforce agencies to bring evidence-based instruction to the students who need it most.

If you’re serving at-promise or opportunity youth in your community and want to close the comprehension gap, we’re here to help. Let’s work together to make the promise of literacy—and a brighter future—real for every learner.

 

Contact us to learn more about our partnerships and how we can support your program.

What Is Dual Coding Theory? Strengthening Reading and Comprehension

For Schools, Professional Development, Research

 

At Lindamood-Bell, our approach is grounded in Dual Coding Theory (DCT), a cognitive framework that demonstrates how the brain processes information. Developed by cognitive psychologist Allan Paivio, DCT posits that humans have both verbal and nonverbal systems for processing information. 

  • Verbal: Words, symbols, letters, phonemes, grammar, definitions, and mathematical notation.
  • Nonverbal: Mental images, scenes, diagrams, timelines, and sensory details like size, color, and movement.

 

Frequently Asked Questions About Dual Coding Theory

What is Dual Coding Theory?

DCT is a theory of mind that explains how the brain processes information using both verbal and visual systems simultaneously. Words paired with imagery create richer, more durable mental representations that improve comprehension, recall, and application of knowledge. Lindamood-Bell’s sensory-cognitive instruction applies these principles by strengthening concept imagery for comprehension as well as symbol imagery for reading and spelling.

Is Dual Coding Theory the same as “learning styles”?

No. DCT does not categorize learners as either visual or verbal. Instead, it shows that all learners benefit from integrating both imagery and language.

How does Dual Coding Theory support struggling readers?

Many struggling readers can decode but cannot form a unified mental image of the text. DCT-aligned instruction helps students build imagery for oral and written language, improving comprehension, memory, and critical thinking. Strengthening symbol imagery improves decoding accuracy, orthographic mapping, and spelling.

 

Dual Coding Theory: The Imagery-Language Connection in Literacy

The following section is excerpted from Visualizing and Verbalizing® for Language Comprehension and Thinking, V/V® Teacher’s Manual, Second Edition (2007) by Nanci Bell:

“Language comprehension is the ability to connect to and interpret meaning for both oral and written language. It includes the ability to recall facts, get the main idea, infer, conclude, predict, and evaluate. Language comprehension is a cognitive act. Instruction in comprehension must align with a theory of cognition. 

“The Visualizing and Verbalizing program (V/V) emerged from an experiential base, not a theoretical base. Years of experience teaching students to comprehend oral and written language eventually led to the sequential steps of V/V, a program specifically designed to develop language comprehension and thinking. In time, I learned that the principles of the Visualizing and Verbalizing program align with one of the most prominent theories in cognitive psychology—Dual Coding Theory. 

“Allan Paivio, a cognitive psychologist, researcher, and the originator of Dual Coding Theory, has written extensively about the role of imagery in cognition. Paivio (2006) explains that ‘As its name suggests, the theory is based on the assumption that thinking involves the activity of two distinct cognitive subsystems, a verbal system specialized for dealing directly with language and a nonverbal system specialized for dealing with nonlinguistic objects and events.’ 

“Paivio and Mark Sadoski (2001) specifically connect Dual Coding Theory to language processing for reading: 

Dual Coding Theory is the general theory of cognition that provides our unifying framework for literacy. This theory offers a comprehensive account of both verbal and nonverbal cognition. The inclusion of nonverbal aspects of cognition, such as mental imagery, is the most novel facet of this approach in a modern context, but it provides a comprehensive account of the verbal, linguistic aspects of cognition as well. Accordingly, it provides an explicit psychological account of literacy’s most central but elusive ingredient: meaning. 

“Sadoski (2006) simplifies the theory: ‘Dual coding theory is a theory of mind in which all cognition consists of the independent activity of, or interplay between, two great mental codes: a verbal code specialized for language and a nonverbal code specialized for knowledge of the world in the form of mental images.’ The theory that more than just a single, verbal code is needed for language comprehension is consistent with my numerous years of experience teaching students to comprehend and interpret language. Without the sensory information of imagery, words have no meaning, neither individually nor connected together to form concepts. The single code of language cannot do the job alone. Imagery plays a role in both concrete and abstract language comprehension. 

“Both codes are based on a substrate of imagery, or mental representations. DCT is distinctive from other theories of reading in that processing – activation of memory for decoding sounds and letters or getting meaning from language – can occur between two sensory modalities (verbal and nonverbal), whereas other theories of reading account for one modality (verbal), including reading models for phonics, morphology, and syntactic/semantic artifacts of literacy.

“Clinical research and experience over the last twenty-five years indicate that there is a language comprehension disorder that, unfortunately, is rarely identified. This separate comprehension weakness often undermines the reading process and goes beyond the use of context, phonological processing, word recognition, oral vocabulary, prior knowledge, and background experience. It is a weakness based in the sensory system in creating an imaged gestalt.”

 

Instruction Aligned With Dual Coding Theory

Reading is both an academic skill and a cognitive process. Effective instruction aligns with how the brain processes language and imagery, and Dual Coding Theory supports the growth of strong readers. Three sensory-cognitive functions underlie reading and comprehension.

  • Phoneme Awareness is the ability to perceive the identity, number, and sequence of sounds within words.
  • Symbol imagery is the ability to create mental imagery for sounds and letters within words.
  • Concept imagery is the ability to image a gestalt (whole) for oral and written language.

While individuals may have differences in their abilities, the processes needed for reading are not different. Sensory-cognitive functions can be developed, and this change can improve an individual’s ability to read and comprehend. Reading is a cognitive act that involves both language and imagery.  Effective literacy Instruction aligns with a theory of cognition.

 

Peer-Reviewed Research on Dual Coding Theory and Lindamood-Bell Instruction

Lindamood-Bell regularly collaborates with research institutions to study the efficacy of our approach. In a study conducted by Texas A&M researchers, Lindamood-Bell partnered with Pueblo District 60 in Pueblo, Colorado, to implement an initiative based on a theory of cognition to improve Colorado Student Assessment Program reading scores. 

Students received Seeing Stars, Visualizing and Verbalizing, and Lindamood Phoneme Sequencing instruction to develop symbol imagery, concept imagery, and phonemic awareness. This study investigated the effect of dual coding theory using the Seeing Stars and Visualizing and Verbalizing programs. Instruction was delivered by Pueblo City Schools teachers trained in the programs. Student gains were measured with the state reading test. The results were compared to gains made by students from other, similar schools in Colorado who did not receive Lindamood-Bell instruction. Schools were comparable due to controlling for school size, free and reduced-price lunch, and minority populations. Third-grade results for Title I schools are provided below.

 

Results

The line in the chart above shows the percentage point difference (in percent proficient and advanced on the state reading test) between Pueblo (Lindamood-Bell) schools and comparison schools. By 2003, schools partnering with Lindamood-Bell were 26 percentage points above the average of the comparison schools. The independent evaluators who conducted this research determined that the main effect of Lindamood-Bell instruction was statistically significant (p < .0001). In their published article, they state that “[Pueblo] Title I schools outperformed the average of the remaining comparable Title I schools in the state in an increasingly positive way during the years 1998-2003.” The results of this study support the dual coding theory model of cognition and illustrate that Lindamood-Bell instruction in the Seeing Stars, Visualizing and Verbalizing, and Lindamood Phoneme Sequencing programs lead to improved reading, which is essential to achieving success with school curricula. 

Access the full article, “Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District,” published in the American Educational Research Journal.

 

Applying Dual Coding Theory: Support for Educators

Our founders’ programs demonstrate how dual coding theory can be applied to teaching. We help students develop symbol imagery, concept imagery, and phonemic awareness, turning theory into measurable results.

For Struggling Readers

For Students with Comprehension Challenges

We invite educators and school administrators to explore how instruction grounded in a theory of cognition can transform literacy outcomes. Discover our teacher workshops and contact us at pd.solutions@lindamoodbell.com to learn more and get started.

Reflecting on 2025 with Gratitude and Hope

Academy, For Schools, Learning Centers, Research

As we approach the close of 2025 and look ahead to our 40th year in 2026, we are filled with appreciation for the students, families, and education professionals who make our mission possible. We are proud to share highlights from a year marked by life-changing learning moments across the globe.

 

Learning Centers

This year, our 43 Learning Centers across the United States, the United Kingdom, and Australia continued to be vibrant hubs of personalized learning.

  • 2,596 students served through in-person, blended, and virtual instruction
  • 312,083.25 total hours of instruction delivered by our dedicated clinicians
  • Thousands of “light-bulb moments” as students strengthened the sensory-cognitive foundations essential for reading, comprehension, and learning

Learn more about our Learning Center instruction.

 

Lindamood-Bell Academy

Our accredited private school continues to offer an empowering path for students needing a fully customized education.

  • 202 students enrolled for the 2025–2026 school year, each supported through a one-to-one or small-group instructional approach tailored to their learning needs

Learn more about Lindamood-Bell Academy enrollment.

 

Lindamood-Bell for Schools

We are honored to partner with educators around the world who are committed to transforming learning in their communities.

  • 1,236 workshop participants from 31 countries
  • 246 teachers received job-embedded professional development
  • 78,108 students reached through school partnerships
  • 26,038 members active in our online professional learning community

Learn more about our workshops and school partnerships.

 

Research & Development 

Through continuous outcome monitoring and data analysis this year we confirmed that students receiving online instruction make the same significant gains as those attending in person. Our sensory-cognitive instruction is effective, whether delivered face-to-face or live online, providing families with flexible options without compromising results. Learn more about our research.

As we celebrate the close of this year, we are filled with gratitude for the trust you place in us and our commitment to helping all individuals learn to their potential. May the holidays bring rest, joy, and connection, and may 2026 be a year of continued inspiration and possibility.

 

Developing Early Literacy Skills: A Parent’s Guide to Supporting Young Readers

Helpful Tips, Kindergarten, Reading

Developing early literacy skills

Developing early literacy skills lays the foundation for confident learning, curiosity, and long-term academic success. From listening and speaking to recognizing sounds, letters, and simple words, the early years are critical for building reading and comprehension skills. At Lindamood-Bell, we focus on the foundational sensory-cognitive skills needed for learning and provide families and educators with tools to help every child succeed.

 

Understanding Early Literacy Skills in Kindergarten and Early Childhood

Early Literacy skills in kindergarten

Today’s kindergarten classrooms may include letter recognition, phonics, listening comprehension, and early math concepts. For many families, the transition to the classroom can raise questions like, “Is my child ready for school?” or “Will they be able to keep up?” These concerns are closely tied to the early literacy experiences children have before they enter formal instruction.

Early literacy development can begin with experiences that connect language, sound, and meaning. Reading simple books together, identifying letters in everyday settings, and talking about stories build comfort and curiosity. These experiences strengthen the sensory-cognitive processes that support reading and comprehension.

 

Key Components of Early Literacy Skills Development

early literacy skills development

Several interconnected skills enable children to make sense of spoken and written language. Learning to read is more than recognizing letters or memorizing words.

Phonemic awareness enables children to auditorily perceive and distinguish the sounds in words.

Orthographic processing, also known as symbol imagery, enables children to auditorily perceive and mentally picture the sounds and letters within words.

Concept imagery helps children create mental images from language for vocabulary and meaning.

Lindamood-Bell’s personalized, one-to-one instruction develops these skills in a structured, step-by-step way, providing a strong foundation for reading, understanding, and enjoying learning. 

 

Early Literacy Milestones: What to Expect Ages 3–8

early literacy milestones

Children typically progress through predictable stages of literacy, though every child’s path is unique:

Ages 3–4: Early literacy skills and emergent reading, including enjoying being read to, recognizing some letters, and showing awareness of rhymes and initial sounds

Ages 5–6: Early literacy development and comprehension growth, including connecting sounds to letters, reading simple words, and stronger listening comprehension

Ages 7–8: Early literacy progression and fluency, including reading more fluently, spelling with increasing accuracy, and summarizing or inferring meaning from stories

While these milestones provide a helpful guide, some children find parts of this progression difficult. Challenges such as trouble recognizing letters, following along during reading, or understanding simple stories can appear at any stage. Early support can make a significant difference.

Early support can make a significant difference. Lindamood-Bell’s  Learning Ability Evaluation can identify the sensory-cognitive processes that may be affecting a child’s early literacy development, providing a clear plan for targeted intervention.

 

The Role of Parents and Caregivers in Early Literacy

how parents can help with early literacy

Parents and caregivers can play a vital role in developing early literacy by using everyday moments to strengthen language skills. During story time, for example, they can highlight key literacy components. While reading a book like Goldilocks and the Three Bears, a parent might pause to ask, “What do you see in this picture?” or “What do you picture will happen next?” Books also introduce new words and ideas, helping children link language to mental images, expand vocabulary, and support imagination and lasting literacy growth.

At home, parents can further encourage learning through simple, playful activities that naturally nurture early literacy:

Reading together: Daily read-alouds of 10–20 minutes with interactive questions, vocabulary highlights, and brief retellings

Sound play: Short activities that focus on rhyming, blending, and segmenting sounds

Print-rich experiences: Label commonly used items, create simple lists, and point out letters in the environment.

Writing and drawing: Opportunities to write names, label pictures, or create short stories

Play-based storytelling: Use toys, puppets, or household items to act out stories.

Decodable practice: Brief sessions with texts that match emerging reading skills

Conversation and background knowledge: Talk about daily experiences, describe observations, and introduce new words.

Parents can also support early literacy by practicing letter and number recognition and exploring resources like our free guide, The 3 Best Activities for Boosting Kindergarten Learning.

Tips for success: Keep activities short and upbeat, rotate materials to maintain interest, and celebrate effort and growth. 

 

Kindergarten BOOST™: Early Literacy Enrichment

early literacy enrichment

Kindergarten BOOST™ at a Lindamood-Bell Learning Center offers high-quality early learning designed to help children thrive. We provide year-round enrichment instruction focused on developing foundational imagery and language skills—phonemic awareness, symbol imagery, and concept imagery—that support reading, spelling, comprehension, and math. Our goal is to help every child feel confident, capable, and ready for school.

Through targeted early literacy instruction, Kindergarten BOOST™ helps children:

  • Connect sounds to symbols for accurate decoding.
  • Develop vocabulary and concept imagery for comprehension.
  • Build confidence in reading, writing, and math.

What makes Kindergarten BOOST™ unique:

  • Research-validated instruction designed to develop the skills that matter most
  • Individualized approach and flexible scheduling
  • One-to-one lessons with caring instructors who make learning fun

Instruction includes letter names and sounds, sounding out words for reading, sight word reading, printing letters and numbers, listening comprehension, communication skills, counting, addition and subtraction, pencil and scissors work, and color and shape recognition. Each child starts with an age-appropriate Learning Ability Evaluation to ensure the right level of support. Contact your nearest Lindamood-Bell location to learn more about our live online or in-person Kindergarten BOOST™ program for your student.

 

Supporting Early Literacy at Home and in School

supporting early literacy

Whether your child is just beginning to explore letters and sounds or is already in school, personalized support can make a real difference. Lindamood-Bell provides instruction designed to develop and strengthen the sensory-cognitive foundations for reading and comprehension.

Families can schedule a Learning Ability Evaluation for individualized guidance and begin instruction tailored to each child’s needs. Developing early literacy skills is a journey that begins with curiosity, connection, and communication. Learning support like our Kindergarten BOOST™ can help your child feel excited about school.

Our sensory-cognitive instruction targets the core processes of reading and comprehension to create measurable, lasting gains. With consistent support, children can progress from developing skills to fluent and meaningful engagement with text. Lindamood-Bell is proud to partner with families and educators to make the magic of learning happen from the very start.

Hear one family’s story of success: a mother celebrates as her son goes from not knowing his alphabet to catching up with his classmates in just a few weeks. Watch here:

 

Lindamood-Bell is a trusted leader in early literacy development. We are here to partner with you every step of the way, ensuring strong outcomes now and for the years ahead. Call us at 800-300-1818 or contact us today.

Understanding Reading Fluency for All Students

For Schools, Professional Development, Reading

 

Reading fluency is essential for making reading both enjoyable and meaningful. Fluent reading begins with a strong foundation in decoding and vocabulary. When students develop and strengthen the sensory-cognitive skills that are the foundation of reading fluency, they read more accurately and build confidence in their abilities.

Lindamood-Bell provides educators with evidence-based instructional programs that have been proven to develop and strengthen reading fluency. Our approach focuses on building symbol imagery. Symbol imagery is the ability to visualize sounds and letters in words and is the basis for orthographic awareness, phonemic awareness, word attack, word recognition, spelling, and contextual reading fluency.  

 

Understanding Reading Fluency

Reading fluency refers to reading text accurately, smoothly, and with expression that reflects meaning. It includes three essential elements: accuracy, rate, and prosody, which is the natural rhythm and tone of reading. Strong reading fluency enables students to focus on understanding the text rather than decoding each word, increasing motivation and building confidence.

Challenges in reading fluency often come from weak symbol imagery and limited word recognition. Symbol imagery is the foundation of accurate and efficient decoding. By developing the ability to visualize letters and words in their minds, students strengthen word recognition, improve accuracy, and build the automaticity needed for fluent reading.

 

Symbol Imagery: The Foundation of Reading Fluency

Reading fluency builds on a strong foundation in decoding and symbol imagery. The Seeing Stars® program, developed by Nanci Bell, helps students develop these skills by focusing on symbol imagery, which involves the ability to auditorily perceive the sounds and mentally image the letters in words. This processing supports the development of word attack, word recognition, spelling, reading accuracy and fluency, and reading comprehension. Nanci Bell explains, “The automaticity of symbol imagery allows for rapid processing and quick self-correction…and because the processing is not laborious and time consuming, an individual’s reading fluency is maintained and guessing is reduced.”

Seeing Stars develops symbol imagery through structured, multi-sensory exercises, including air writing and other techniques. These activities help students:

  • Improve Word Attack and Word Recognition: Students can identify words more quickly and automatically, reducing the effort needed to decode. 
  • Develop Automaticity: As word recognition becomes automatic, reading fluency naturally improves. 
  • Enhance Accuracy: Accurate decoding is reinforced through targeted activities, creating a strong foundation for fluent reading.

Teachers can support reading fluency using strategies aligned with Seeing Stars:

  • Develop symbol imagery: Engage students in activities that help them visualize the sounds and letters in words and recognize spelling patterns. Multi-sensory exercises like air writing strengthen the mental connection between letters, sounds, and words. 
  • Guided oral reading: Have students read short, meaningful passages aloud while focusing on accuracy and expression. This practice reinforces symbol imagery and builds fluency through repeated, supported practice. 
  • Provide immediate feedback: Reinforce accurate decoding and expressive reading through structured feedback. Seeing Stars lessons provide consistent, guided practice to support steady growth in reading fluency.

These strategies help students practice reading fluency with intention and confidence. The focus is on understanding and connecting with the text, rather than just reading faster.

 

Incorporating Fluency Strategies in the Classroom

Classrooms that foster reading fluency provide students with structured, meaningful opportunities to practice decoding and build strong symbol imagery. Integrating Seeing Stars-based strategies into daily lessons helps students develop accurate, expressive, and confident reading habits.

  • Guided reading sessions: Use short passages that give students opportunities to recognize sight words and strengthen decoding skills. Practicing symbol imagery in this way helps students read more automatically, improving accuracy and overall fluency.
  • Expressive reading practice: Have students read aloud, focusing on clarity and rhythm. 
  • Positive feedback and celebration: Recognize progress in decoding accuracy, expression, and fluency. Providing immediate feedback and celebrating achievements motivates students to continue strengthening their reading fluency.

By consistently connecting symbol imagery to reading practice, classrooms create an environment where students build fluency with purpose, confidence, and understanding.

 

Supporting Diverse Learners with Symbol Imagery Instruction

Students can develop reading fluency when instruction targets the skills that underlie fluent reading. Students with dyslexia or other reading challenges benefit from approaches that strengthen symbol imagery for decoding.

At Lindamood-Bell, Seeing Stars provides multi-sensory instruction that engages visual, auditory, and kinesthetic pathways. Students practice connecting letters to sounds, visualizing words, and forming mental images of letters and words. This structured, evidence-based approach improves word recognition, accuracy, and automaticity, helping students read smoothly and expressively.

 

Measuring Progress in Reading Fluency

Tracking student progress ensures that reading fluency instruction is effective and responsive. Teachers can use formal assessments, informal observations, and guided oral reading to evaluate the accuracy, rate, and expression of students’ reading skills. Assessments provide insight into where support is needed. Setting achievable goals and celebrating progress keep students motivated and ensure steady growth in reading fluency.

 

Professional Development Workshops at Lindamood-Bell

Lindamood-Bell is committed to equipping educators with effective reading fluency techniques through our interactive, online professional development workshops. These workshops are grounded in evidence-based practices, helping teachers create inclusive learning environments that cater to diverse needs. Our Seeing Stars workshop provides instructional tools for building decoding, symbol imagery, and expressive reading skills.

Educators learn to strengthen symbol imagery for students, laying the foundation for fluent, confident reading. Guided by experienced instructors, participants develop strategies to create inclusive and engaging classrooms where all students can cultivate reading fluency and a lifelong love of reading.

To learn more about how Lindamood-Bell can support literacy instruction, explore our professional development opportunities, and discover how research-based strategies can enhance reading fluency for every student.

Get in touch to find out how Lindamood-Bell can transform your approach to reading instruction and improve student learning experiences.

 

Effective Reading Strategies for Students with Dyslexia

Dyslexia, Professional Development, ,

Supporting students with dyslexia demands customized approaches that cater to their unique challenges. At Lindamood-Bell, we recognize the difficulties dyslexic learners encounter and are dedicated to empowering both students and educators with evidence-based solutions. This article explores effective reading strategies that enhance skills and boost confidence for individuals with dyslexia.

 

Understanding Dyslexia

Dyslexia is a neurobiological learning difference that affects how individuals process language, particularly in reading and spelling. It is characterized by difficulties in phonological awareness, which is the ability to recognize and manipulate sounds in words. This can make decoding unfamiliar words and comprehending text challenging. Importantly, dyslexia is not a reflection of intelligence or effort; rather, it signifies a different way of processing information.

Recognizing the signs and symptoms of dyslexia is crucial for providing appropriate interventions and support. Common signs include

  • Difficulty recognizing and manipulating sounds in words
  • Struggling to decode words
  • Slow and inaccurate reading
  • Challenges with spelling

Understanding these signs allows educators and parents to implement effective strategies that support reading development.

 

The Impact of Dyslexia on Reading Skills

Dyslexia directly affects reading skills due to difficulties in phonological awareness. Individuals may have trouble breaking words down into their individual sounds or blending sounds together to form words. This can hinder individuals’ ability to decode words and understand text.

At Lindamood-Bell, we focus on developing the underlying skills necessary for reading, such as phonemic awareness, symbol imagery, and comprehension. By addressing these foundational skills, we help individuals with dyslexia become confident and successful readers.

 

Is Dyslexia Permanent?

Research from the Institute for Learning and Brain Sciences at the University of Washington indicates that while dyslexia is often considered a lifelong condition, targeted, intensive instruction can lead to substantial improvements in reading skills. According to Dr. Jason Yeatman, one of the study’s researchers, intensive interventions can drive growth in reading abilities and change the brain’s reading circuitry.

Read more here.

Improved symbol imagery, a crucial aspect of reading, can transform how students read and spell, regardless of their age or struggle with literacy. Numerous peer-reviewed studies have highlighted the effectiveness of Lindamood-Bell instruction in helping dyslexic students overcome challenges and achieve significant gains in reading proficiency– Summary of Behavioral & Neurological Research—Dyslexia.

 

 

Effective Reading Intervention Strategies for Students with Dyslexia

Here are some proven methods:

1. Teach Reading Using an Evidence-Based Approach

Individualized instruction tailored to each student’s unique needs is vital. Lindamood-Bell programs, grounded in evidence-based research, have been proven effective in helping individuals with dyslexia develop essential reading skills. These programs focus on improving key areas such as phonemic awareness, decoding, fluency, and comprehension, allowing students to make significant, lasting progress. By targeting specific learning challenges, Lindamood-Bell ensures that each student receives the support necessary for reading success. For those seeking more information and practical tips, we offer a free guide on 5 Essential Strategies for an Effective Literacy Intervention. This guide provides valuable insights and recommendations that can be implemented by both teachers and educational administrators. Download the Toolkit for Educators here.

2. Provide Differentiated Instruction

Teachers can tailor instruction to meet the individual needs of students, including those with dyslexia. By closely monitoring student progress, educators can adjust the pace, intensity, and content of lessons to ensure comprehension and skill development. Teachers may also provide additional practice where needed and offer personalized feedback. This targeted approach ensures that each student receives the right level of support to succeed academically.

3. Ensure Interventions are High-Dosage

Along with differentiated instruction, high-dosage intensive interventions have shown to be a critical component in remediating reading difficulties and closing literacy gaps. By focusing on specific skills while increasing instruction time, students can accelerate their learning process to close achievement gaps more quickly.

4. Implement Sustained, Job-Embedded Professional Development

Early identification and intervention of dyslexia are key factors in empowering individuals with dyslexia to become confident and skilled readers. By implementing effective strategies and providing the necessary support, educators can help individuals with dyslexia unlock their full potential.

Lindamood-Bell Professional Development workshops equip educators with essential skills to meet the unique needs of students with dyslexia. These workshops provide comprehensive training and resources, enhancing instructional practices and improving student outcomes. After the workshop, teachers can continue professional learning throughout the year with Lindamood-Bell’s online professional learning community, The Imagery-Language Connection.

5. Develop a Shared Leadership Vision

Establishing effective literacy plans highlights the critical role of leadership in schools. This involves defining specific roles and processes, evaluating performance, offering solutions, and establishing clear student expectations. A cohesive leadership vision ensures all stakeholders are aligned and working towards common literacy goals.

Schools partner with Lindamood-Bell for our expertise in research-validated programs that work within a Multi-Tiered System of Support (MTSS) framework and are aligned with state standards, including Common Core. We are uniquely prepared to help schools meet the needs of students with dyslexia.  

 

A Sensory-Cognitive Approach to Helping Students with Dyslexia

A sensory-cognitive approach is vital for addressing the unique needs of students with dyslexia. This method targets the underlying sensory processes that support reading development, focusing on skills such as symbol imagery, which is essential for recognizing and processing letters and words.

For example, the Seeing Stars® program emphasizes developing symbol imagery—the ability to visualize letters and sequences of letters in words. Dyslexic learners often struggle with reading fluency and spelling due to weak symbol imagery, which affects their ability to recognize and recall words quickly. By enhancing this skill, students can improve their reading speed, accuracy, and ability to self-correct errors.

Unlike traditional approaches that emphasize repetition, a sensory-cognitive method helps students build the mental imagery necessary for effective language perception and decoding. This process addresses the root causes of dyslexia-related reading challenges, enabling students to significantly progress in their literacy skills.

Webinar: Remediating the Dyslexic Brain

For educators and parents seeking deeper insights into dyslexia and effective interventions, we invite you to view our webinar titled Remediating the Dyslexic Brain: Neuroscience, Research, and Solutions for Recovery. Lindamood-Bell’s Director of Research and Development, Paul Worthington, discusses common misconceptions about dyslexia, proven interventions, and the latest research in the field.

 

 

Case Study: Making a Difference for Students with Dyslexia in Fort Smith Public Schools

Fort Smith Public Schools in Arkansas serves a significant percentage of students at risk of reading failure. During the 2020-21 school year, the district implemented Lindamood-Bell instruction to address the specific needs of this student population. A total of 518 students received an average of 57.8 hours of primarily Seeing Stars instruction to develop symbol imagery for reading.

Fort Smith Public Schools’ teachers received professional development in Lindamood-Bell programs and delivered instruction. Student gains were measured using a battery of reading assessments.

Results:

  • On average, Seeing Stars students achieved significant improvements in reading.
  • Pre- to post-test results showed statistically significant gains on all measures.
  • Students made large standard score changes in the foundational skills needed for improved reading, moving from below normal into the normal range (25th-75th percentile) in symbol imagery, phonemic awareness, word attack, and reading comprehension.

This case study demonstrates that Lindamood-Bell instruction can improve reading skills, essential for achieving success in school curricula. 

Hear from Fort Smith Public School educators on their experience with Lindamood-Bell Professional Development:

View more results and case studies of our work with schools.

 

Support for Students with Dyslexia

At Lindamood-Bell, we understand the unique challenges students with dyslexia face in reading and comprehension. Our evidence-based programs are specifically designed to support them in their literacy journey. By utilizing our research-based strategies and techniques, students can develop the necessary skills to become confident and independent readers.

In addition to our programs, we offer professional development for educators, equipping them with the essential skills needed to meet the unique needs of students with dyslexia. Our workshops provide comprehensive training and resources to enhance instructional practices and improve student outcomes.

If you’re ready to learn more or register for a workshop, we encourage you to contact Lindamood-Bell. Click here to schedule a brief consultation with a program expert and to discuss your intervention needs. We look forward to working with you to help students with dyslexia reach their learning potential!

 

Unlocking Student Potential with a Science of Reading-Aligned Curriculum

For Schools, Professional Development, Reading, , , ,

science of reading

 

In today’s educational environment, the Science of Reading is a critical framework for understanding how students learn to read. This evidence-based approach draws on decades of interdisciplinary research to inform the most effective literacy instruction. At Lindamood-Bell, we align with the principles of the Science of Reading and expand upon them, offering programs rooted in the Cognitive Science of Learning. Our goal is to unlock each student’s potential through targeted instruction that addresses the sensory-cognitive foundations of reading and comprehension. Join us as we explore the key elements of a Science of Reading-aligned curriculum, how we implement these principles, and the transformative outcomes we see in schools every day.

 

Decoding the Science of Reading Approach

science of reading curriculum

The Science of Reading integrates research from fields such as cognitive psychology, linguistics, neuroscience, and education. A Science of Reading-aligned curriculum emphasizes explicit, systematic instruction in foundational reading skills, particularly phonemic awareness, phonics, orthographic mapping, fluency, vocabulary, and comprehension. These components are essential for building proficient, confident readers. What sets the Science of Reading apart from traditional reading methods is its focus on approaches with an extensive evidence base. 

At Lindamood-Bell, our approach is grounded in the components identified in the Science of Reading. Additionally, our approach embodies the sensory processes of reading and comprehension,  sometimes referred to as the Cognitive Science of Learning. The process of reading is explained by brain-based codes of learning, including both written and oral language. Our approach emphasizes sensory-cognitive skills—symbol imagery (the ability to create mental pictures of letters and words) and concept imagery (the ability to create mental pictures from language)—essential for decoding, fluency, and oral and written language comprehension. Often overlooked or minimized in current approaches based on the Science of Reading, sensory-cognitive skills are crucial for developing lifelong learners.

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 our methods align with the Science of Reading, our distinct emphasis on sensory-cognitive skills offers a stronger foundation for lasting gains in fluency and comprehension.

 

Essential Elements of a Science of Reading Aligned Curriculum

elements of a science of reading curriculum

An effective Science of Reading-aligned curriculum includes instruction in decoding and comprehension skills. Beginning decoding instruction involves alphabetic principles and letter-sound knowledge, phonological awareness, orthographic processing, and phonics. Phonemic awareness enables students to identify and manipulate individual sounds, while phonics teaches the relationships between sounds and written symbols and how words are decoded. The Seeing Stars® program directly targets these foundational skills by developing symbol imagery as a sensory-cognitive skill (mental representation) for both phonological and orthographic processing involved in word decoding.  

For some students, additional multisensory development for decoding skills is gained through the Lindamood Phoneme Sequencing® (LiPS®) Program. This approach involves oral motor feedback as students articulate the sounds of words, integrating auditory, visual, and kinesthetic skills. This feedback system, along with symbol imagery, enables students to perceive the identity, number, and order of phonemes in syllables.  

Vocabulary development and comprehension skills are also central to reading success. Traditional approaches based on the Science of Reading emphasize background knowledge, language exposure, and comprehension strategies, such as identifying the main idea or comprehension monitoring. By contrast, Lindamood-Bell explicitly develops the sensory-cognitive skill required for word knowledge and comprehension in the  Visualizing and Verbalizing® (V/V®) program. The program develops concept imagery, which is the ability to form mental representations from language. This skill is critical for oral and written language comprehension, inferencing, and critical thinking.

Reading fluency requires automaticity in decoding and comprehension. By developing fluency through sensory-cognitive instruction, students gain speed, accuracy, and confidence.

To be effective, a Science of Reading-aligned curriculum integrates these essential elements—phonemic awareness, phonics, orthographic mapping, fluency, vocabulary, and comprehension—within a cohesive framework. In addition, by approaching these components through a sensory-cognitive lens, our curriculum not only aligns with Science of Reading principles but also deepens student understanding, ensuring lasting literacy success.

 

Effective Implementation of a Science of Reading Curriculum

how to implement science of reading curriculum

Implementing a Science of Reading curriculum requires more than just adopting new materials. It demands a systemic shift in instructional practice, professional development, and school culture. Lindamood-Bell partners with schools and districts to support this transformation with comprehensive implementation strategies.

Implementing a Science of Reading curriculum begins with assessing current practices and identifying student needs. We provide diagnostic assessments that reveal students’ strengths and weaknesses in sensory-cognitive processes. Based on these insights, we customize instruction using our founders’ research-validated programs.

Professional development is at the heart of successful implementation. Lindamood-Bell offers workshops and coaching to train educators in delivering our founders’ evidence-based programs with fidelity. Our teacher workshops not only cover the “what” and “how” of reading instruction, but also the “why,” connecting pedagogy to neuroscience and cognitive theory.

Our approach is flexible and inclusive. We help educators differentiate instruction to meet the needs of diverse learners, including students with dyslexia, autism, and other learning challenges. By integrating sensory-cognitive strategies such as concept imagery, we empower all students to access the curriculum and make meaningful progress.

 

Transformative Impact of a Science of Reading Curriculum

science of reading curriculum

Lindamood-Bell’s commitment to the Science of Reading and the Cognitive Science of Learning has resulted in transformative outcomes for students across the educational spectrum. Schools using our founders’ programs report dramatic improvements in reading fluency, comprehension, and overall academic confidence. Our success in schools underscores how instruction based on the Cognitive Science of Learning addresses diverse learning needs, ensuring every child has the opportunity to thrive.

Our research and results with schools include numerous case studies and peer-reviewed articles demonstrating the effectiveness of our approach. We also witness the daily impact in classrooms and learning centers, where students who once dreaded reading can now tackle challenging texts with enthusiasm and pride.

The benefits extend beyond test scores. Students develop a love of reading and the confidence to pursue learning independently. Teachers gain new insights into how learning happens and how to support every child in reaching their full potential.

 

Lindamood-Bell: Science of Reading Curriculum Excellence

science of reading programs

At Lindamood-Bell, we champion the principles of the Science of Reading while expanding the conversation to include critical cognitive processes that make reading possible. Our Science of Reading-aligned curriculum is informed by decades of cognitive science research and clinical application.

Our unique focus on imagery-based instruction sets apart our Science of Reading-aligned curriculum. Our founders have developed unique programs focusing on critical reading development components: 

Seeing Stars (SI) develops 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.

Visualizing and Verbalizing (V/V) 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 improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

Lindamood-Bell Phoneme Sequencing (LiPS) teaches students to discover and label the oral-motor movements of phonemes. Students can then verify the identity, number, and sequence of sounds in words. Once established, phonemic awareness is then applied to reading, spelling, and speech.

We invite educators and school administrators to explore how Lindamood-Bell’s Science of Reading-aligned curriculum can transform classroom literacy outcomes. Our instruction experts are ready to assist in implementing these research-backed programs tailored to students’ needs. Contact us today to discuss collaboration opportunities to set students on a path to lifelong learning.

Call 800-233-1819 or email pd.solutions@lindamoodbell.com to learn more and get started.

What is Dyscalculia?

Learning Difficulties, Math, ,

What is Dyscalculia

Dyscalculia, often termed ‘mathematical dyslexia,’ is a specific learning disability that impacts an individual’s ability to comprehend and work with numbers. Just as dyslexia affects reading, dyscalculia affects math skills. Those with this math learning disability may struggle with basic number concepts, face challenges recalling math facts, and have difficulty performing calculations or solving mathematical problems.

At Lindamood-Bell, we understand the unique challenges posed by dyscalculia. We offer comprehensive support through personalized intervention programs designed to enhance numeracy skills. We aim to help individuals with dyscalculia excel academically and gain confidence in their mathematical abilities.

 

Understanding Dyscalculia 

dyscalculia math struggles

Understanding the meaning of dyscalculia is crucial for providing effective support. Dyscalculia, sometimes called ‘mathematical dyslexia’ or ‘number dyslexia,’ hinders an individual’s ability to understand and work with numbers. This math learning disability affects basic arithmetic, number sense, and mathematical reasoning.

Research indicates that dyscalculia affects approximately 5-7% of the population, making it as prevalent as dyslexia. Despite its prevalence, it often goes undiagnosed and misunderstood, impacting millions of children and adults worldwide.

Lindamood-Bell is dedicated to providing effective interventions and support for individuals with dyscalculia. Our evidence-based programs, such as On Cloud Nine® Math, are designed to improve math skills and overcome the barriers associated with this learning disability.

 

Signs and Symptoms of Dyscalculia 

signs of dyscalculia

Many students feel frustrated with math and may avoid it, but if you suspect a student has dyscalculia, there are specific signs and symptoms to watch for:

1. Difficulty remembering math facts

Individuals with dyscalculia may struggle to recall basic math facts, such as addition, subtraction, multiplication, or division tables, even after repeated practice. This can slow down problem-solving and lead to frustration during more complex math tasks.

2. Struggling with computation

Individuals with dyscalculia may find it hard to perform simple calculations like addition, subtraction, multiplication, and division, which can hinder their ability to solve math problems and complete mathematical tasks.

3. Becoming overwhelmed by word problems

Word problems can cause confusion, as individuals with dyscalculia may struggle to extract relevant information and apply the correct operations. The combination of reading comprehension and math processing can feel overwhelming, leading to anxiety and avoidance.

4. Difficulty understanding new math concepts

Individuals with dyscalculia may find abstract concepts such as fractions, decimals, and percentages difficult to grasp, impacting their comprehension of complex mathematical ideas and practical applications.

If you recognize these signs and symptoms in someone, seeking support and intervention is crucial. Lindamood-Bell offers specialized programs to help individuals with dyscalculia develop essential math skills and overcome challenges. Our evidence-based instruction focuses on building foundational skills and improving comprehension, enabling success in mathematics and other academic areas for all students, including those with dyscalculia.

 

 

The Cause of Dyscalculia 

dyscalculia math tutoring

A primary cause of math difficulties and dyscalculia is an inability to create a gestalt image for the concepts underlying math processes. Individuals often attempt to memorize facts instead of being able to think, reason, and problem-solve with numbers. 

Individuals of all ages may experience an inability to image the concepts underlying math processes. This may cause weakness in

  • Learning math fact families
  • Grasping mathematical relationships
  • Following proper mathematical operations
  • Solving word problems
  • Estimating numerical values
  • Understanding higher-level math

Lindamood-Bell math instruction features On Cloud Nine® Math Program Visualizing and Verbalizing® for Math. The On Cloud Nine Math Program stimulates the ability to image and verbalize the concepts underlying math processes. Concept and numerical imagery are integrated with language and applied to math computation and problem-solving. There is an emphasis on both mathematical reasoning and mathematical computation. Program authors, Nanci Bell and Kimberly Tuley describe, “Mathematics is cognitive processing, thinking, that requires the dual coding of imagery and language. Imagery is fundamental to the process of thinking with numbers.” We believe that individuals of all ages can learn to do and enjoy math. 

 

 

Hope for Students with Dyscalculia

At Lindamood-Bell, students receive individualized instruction using one or more of our evidence-based programs. The On Cloud Nine (OCN) Math Program develops the ability to image and verbalize math concepts and processes. Concept imagery and numeral imagery are integrated with language to improve mathematical reasoning and computation. On Cloud Nine math instruction can address the needs of students previously diagnosed with dyscalculia. 

The following shows the math performance, pre- and post-instruction, of all students who received On Cloud Nine math instruction at Lindamood-Bell between 2008 and 2023. These students experienced large (statistically significant) improvements in all math subtests after receiving On Cloud Nine math instruction.

Results of Students Who Received Primary Instruction in Mathematics

Years: Jan. 2008 – Dec. 2023

Number of Students: 267

Average Age: 10.7

Average Hours of Instruction: 78.3

Lindamood-Bell Instruction Implemented: On Cloud Nine Math

 

On average, students who received all or most of their instruction in On Cloud Nine Math achieved significant improvements in math. They made large (statistically significant) standard score changes on all mathematics subtests. The 28-point percentile increase in the Test of Mathematical Abilities (TOMA) Computation subtest puts these students within the normal range (25th–75th percentile). (Of the 267 students, the TOMA Computation subtest was computed out of 188 students and the TOMA Story Problems subtest was computed out of 194 students as a result of missing pre- or retest data.)

 

 

Help for Dyscalculia at Lindamood-Bell

help for dyscalculia

Lindamood-Bell provides individualized, evidence-based instruction to assist students facing challenges in reading, comprehension, and math, including those diagnosed with dyscalculia. Whether your student is newly diagnosed with dyscalculia or has struggled for years, we believe that dyscalculia doesn’t have to be a lifelong obstacle.

Our instruction begins with a comprehensive Learning Ability Evaluation. This assessment identifies underlying learning challenges and helps us understand your student’s unique needs. Based on the evaluation results, we develop a personalized instruction plan tailored to address the root causes of their math difficulties. Take the first step toward transforming your student’s future by scheduling a Learning Ability Evaluation today.

Student Story: Improving Mathematics with On Cloud Nine

For one nine-year-old, believing he was “bad at math” led to a significant drop in self-esteem. A Learning Ability Evaluation revealed that an underlying comprehension weakness was contributing to his struggles with math. After completing our instruction, his confidence soared. His mother noted, “The stark contrast between what he’s doing now and before is remarkable. He actually goes in feeling good about it and is truly succeeding.” 

Watch this family’s inspiring story:

 

For over 35 years, Lindamood-Bell’s sensory-cognitive approach has provided hope and achieved lasting results, helping students overcome their learning challenges. We have developed proven methods that support individuals with dyscalculia, focusing on the sensory-cognitive foundation of math skills. Our evidence-based instruction delivers personalized learning experiences tailored to each student’s needs. 

Through our programs, significant progress in math is attainable for all students, including those diagnosed with dyscalculia. Our goal is to empower individuals to become independent learners who can confidently navigate the world of numbers and math. We can help your child reach their full potential—discover more about our programs today. Get in touch or call 800-233-1819.

ADHD and Dyslexia: Understanding the Connection

ADHD, Dyslexia, Learning Difficulties, ,

ADHD and Dyslexia: understanding the connection

ADHD and dyslexia are common learning differences that can significantly affect a person’s academic and personal life. This article explores the relationship between ADHD and dyslexia, highlighting the similarities and differences between these conditions. We’ll also emphasize the importance of early intervention and support for individuals with ADHD and dyslexia and share success stories from students who have thrived through our programs.

At Lindamood-Bell, we offer evidence-based programs that address the underlying causes of literacy and learning issues experienced by students with ADHD and dyslexia. Our sensory-cognitive instruction improves reading, comprehension, and math skills, allowing individuals to reach their full potential. Our approach is grounded in the understanding that effective support for students with ADHD and dyslexia begins with a comprehensive assessment and personalized instruction plan designed to strengthen student’s underlying learning abilities.

Join us as we explore ADHD and dyslexia and show how Lindamood-Bell can make a difference.

 

The Connection between ADHD and Dyslexia

the connection between adhd and dyslexia

ADHD (Attention-Deficit/Hyperactivity Disorder) and dyslexia are distinct learning challenges that often coexist. Research has shown that children with dyslexia are more likely to exhibit ADHD symptoms than their peers without dyslexia. Similarly, individuals with ADHD are more prone to reading difficulties associated with dyslexia. While there is a connection between ADHD and dyslexia, not everyone with one condition will have the other. However, when both conditions are present, it can create additional challenges in academic environments.

It’s important to note that many students with ADHD are diagnosed without a thorough examination of their underlying learning profiles, which could be contributing to their attention challenges. Students with ADHD may have an underlying weakness in comprehension, reading, or both.

 At Lindamood-Bell, we believe in addressing the root causes of learning challenges through customized interventions that consider the whole child, not just the symptoms. Our individualized, evidence-based programs are designed to meet each student’s specific needs, strengthening their learning abilities.

With proven methods and techniques, Lindamood-Bell has been supporting students with learning difficulties for nearly 40 years. Our programs have a track record of success, helping students overcome learning difficulties and achieve their full potential. View the results for students with ADHD and dyslexia here.

 

Similarities and Differences of ADHD and Dyslexia

adhd and dyslexia learning difficulties

ADHD and dyslexia are both learning challenges that can impact a student’s academic performance, but they affect the brain in different ways. ADHD is a common neurodevelopmental disorder that affects focus, organization, and impulse control. Dyslexia is a language-based learning disability affecting an individual’s reading, spelling, writing, phonological awareness, and decoding of words. Despite these differences, students with ADHD and dyslexia may experience similar struggles in the classroom, such as difficulty following written instructions, staying on task with academics, and a significant degree of frustration. 

By understanding the similarities and differences between ADHD and dyslexia, educators, parents, and professionals can better support individuals with these learning challenges and provide targeted interventions to help them succeed. Our sensory-cognitive approach improves essential skills such as language comprehension and reading, helping students with ADHD and dyslexia reach their full potential.

 

Early Intervention and Support

support for adhd and dyslexia

Early identification and intervention are crucial for children with ADHD and dyslexia. Addressing these challenges at a young age helps students stay on track and reach their full potential, preventing them from falling behind. At Lindamood-Bell, our unique sensory-cognitive approach integrates visual, auditory, and kinesthetic learning, which has proven effective for children and adults with ADHD and dyslexia.

We take a comprehensive approach, developing individualized learning plans that accommodate each student’s unique needs. Our flexible, interactive instruction keeps students engaged and motivated to learn. Collaboration is key—our team works closely with specialists, educators, and parents to provide ongoing support and guidance. Together, we create a targeted intervention plan to ensure lasting success for students with ADHD and dyslexia.

 

Success for Students with ADHD and Dyslexia at Lindamood-Bell

adhd and dyslexia learning instruction

If your child faces challenges related to ADHD, dyslexia, or other learning difficulties, Lindamood-Bell offers individualized instruction to support their success. We use evidence-based programs, such as  Seeing Stars and Visualizing and Verbalizing, to target the cognitive skills necessary for reading, comprehension, and math, helping students improve academically and gain confidence. Our dynamic learning environment is tailored to each student, ensuring they receive the support they need to thrive.

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

 

Cameron’s Journey – Overcoming ADHD and Dyslexia 

In this heartfelt testimonial, Lindsay, a school Speech-Language Pathologist, shares how Lindamood-Bell’s instruction transformed her son’s learning abilities and boosted his self-esteem, bringing positive change to him and their entire family.

 

If you or your student is struggling with dyslexia or ADHD, we encourage you to reach out to Lindamood-Bell. We have the expertise and resources to provide personalized support and intervention. Together, we can build a brighter future for your child. Contact us today or call 800-233-1819 to learn more about how we can help.

School for Dyslexia: Empower Every Learner

Academy, Dyslexia, , ,

school for dyslexia

 

Finding the right educational environment for a child with dyslexia can significantly impact their academic and personal growth. Lindamood-Bell Academy is a school that offers a welcoming and positive atmosphere that can support the unique challenges of dyslexia. Our approach empowers students through specialized instruction, fostering confidence and improved learning ability. With our proven methods and nurturing environment, students overcome reading difficulties and excel in their educational journey. Explore how our unique school can transform your child’s learning experience.

 

Understanding Dyslexia: A Unique Learning Journey

understanding dyslexia

Children with dyslexia often struggle with reading and may find traditional classrooms challenging. Common symptoms include difficulty with phonological processing, spelling, and reading fluency. These challenges can lead to frustration and are often misunderstood as a lack of effort, making it essential for parents and educators to fully understand dyslexia.

Beyond academics, dyslexia can impact self-esteem and motivation, sometimes leaving children feeling isolated. At Lindamood-Bell Academy, we specialize in evidence-based interventions that empower children with dyslexia by developing the reading and language skills they struggle with. 

 

Why Choose a School for Dyslexia?

why choose a school for dyslexia

Opting for a school that specializes in working with students diagnosed with dyslexia can be life-changing for children with learning challenges. At Lindamood-Bell Academy, our educators are trained in evidence-based instructional programs specifically designed to help students with dyslexia. Our school offers one-to-one instruction that recognizes each student’s strengths while meaningfully addressing their challenges.

Students who struggle with sounding out words or who are slow readers may have weak symbol imagery—the ability to visualize the letters/letter combinations in words. This difficulty makes reading frustrating and limits access to classroom instruction and curriculum. Over time, students with weak reading skills tend to fall further behind in typical school settings. At Lindamood-Bell Academy, we integrate individualized school curriculum with our evidence-based instruction to address the underlying causes of reading difficulties. The Lindamood-Bell  Academy is an ideal setting for students diagnosed with dyslexia, ADHD, and other learning differences.

The development of a student’s symbol imagery skills and our nurturing learning environment make learning more engaging and effective. Students gain confidence in their new abilities, which carry over into all areas of life. Our unique instructional approach has been proven effective in developing reading and language skills—even for students with dyslexia who have struggled for years.

 

Students with a Prior Dyslexia Diagnosis Who Received Both Decoding and Comprehension Instruction

research results for dyslexia

Years: Jan. 2008 – Dec. 2023

Number of Students: 1,614

Average Age: 11.9

Average Hours of Instruction:  158.6

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

 

Our Unique Approach to Learning

support at a school for dyslexia

At Lindamood-Bell Academy, we understand that students with dyslexia can thrive within a personalized school experience. Our instructional model begins with a comprehensive Learning Ability Evaluation to identify each student’s strengths and weaknesses. Based on the results, we create a personalized student plan that includes multisensory instruction focused on developing the sensory-cognitive processes essential for reading and comprehension.

Our learning model goes beyond simply adapting the curriculum. We aim to develop cognition—the thinking and reasoning skills that help students succeed in school and in life. Every lesson is an opportunity to engage students in deeper learning and help them apply their skills across subjects.

With our supportive, engaging environment and proven methods, students can truly thrive. Parents can feel confident knowing their child is supported by the best available instruction for students with dyslexia.

 

Our School: Success Story from a Student with Dyslexia

special instruction at our school for dyslexia

At Lindamood-Bell Academy, we believe every student with dyslexia deserves the chance to succeed. Our instructors are dedicated to helping students overcome learning barriers and build confidence.

Many parents of Lindamood-Bell Academy students say their child didn’t just grow as a reader—they gained confidence and a stronger sense of self.

 

Meet Brooklyn, a bright student whose dyslexia made traditional school a daily struggle. When a specialist recommended Lindamood-Bell Academy, it changed everything. Our personalized approach supported her learning needs and sparked her natural curiosity.

 

At Lindamood-Bell Academy, we’re committed to making a lasting difference in the lives of our students. Whether a student has been diagnosed with dyslexia, ADHD, or other learning challenges, we offer a school experience that is truly centered around their success.

Contact us to learn more or get started at our dyslexia school. By choosing Lindamood-Bell Academy, you’re investing in an educational experience that prioritizes your child’s unique learning journey, setting the foundation for lifelong success.