All posts by Julie Gisbon

Math Remediation: A Comprehensive Approach to Supporting Your Child’s Learning

Instruction, Learning Difficulties, Math

math remediation guide

When a child struggles with math, it can be confusing and deeply concerning for parents. You may notice in your child frustration during homework, avoidance of math-related tasks, or a growing lack of confidence—even if your child is capable and successful in other subjects. Math challenges are common, but for some children, they are persistent and interfere with academic progress and self-esteem. This is where math remediation becomes essential.

Math remediation is not about doing more of the same practice or pushing students to memorize procedures they don’t fully understand. Instead, it is a targeted, structured approach that identifies why a child is struggling and rebuilds the foundational skills necessary for lasting understanding. At Lindamood-Bell, instruction integrates imagery with language to enhance math skills. This evidence-based approach helps students connect math concepts with verbal reasoning, enabling them not only to solve problems but also to understand the processes behind them. By emphasizing both mathematical reasoning and computation, instruction builds a strong foundation for math learning.

For families asking what math remediation is and how it differs from tutoring or short-term interventions, this guide explains how math remediation works, why it matters, and how it can help children move from frustration to clarity—and from avoidance to confidence.

 

Understanding Math Remediation

math remediation help

Math remediation is a structured instructional process designed to address gaps in math understanding that prevent students from meeting grade-level expectations. Rather than reviewing entire curricula, math remediation diagnoses specific breakdowns in learning and provides targeted instruction to rebuild essential foundations.

Math learning is cumulative. When students have gaps in number sense, place value, math vocabulary, or problem-solving strategies, new content becomes increasingly difficult for them. For many students, these gaps are not apparent at first—until math suddenly feels overwhelming. Many attempt to compensate by memorizing steps without understanding, which often leads to confusion, errors, anxiety, and general frustration surrounding Math concepts. Math remediation interrupts this cycle by focusing on the “why” behind math concepts and the “how” of effective strategies.

At Lindamood-Bell, math remediation also helps students catch up by rebuilding skills that may have been impacted by learning disruptions, inconsistent instruction, or ongoing learning challenges. Rather than rushing through missed material, instruction focuses on strengthening foundational understanding so students can move forward with clarity and confidence. The goal is not just short-term improvement, but long-term success built on a genuine understanding that brings joy and confidence as students finally grasp math concepts.

 

Why Children Struggle With Math

why children struggle with math

Many parents wonder why math seems especially difficult for their child. Often, math struggles are not about effort or intelligence, but about how a child processes numbers and mathematical relationships. A common underlying factor is weak concept imagery.

In math, Concept imagery refers to the ability to create clear mental pictures of numbers, quantities, and mathematical relationships. When concept imagery is weak, math can feel abstract, disconnected, and hard to remember. This may show up as:

  • Weak math test scores
  • Difficulty with word problems
  • Unstable math facts 
  • Mixing up the signs
  • Errors in basic computation
  • Confusion with place value
  • Unable to apply math to real life
  • Unable to see/notice patterns

Without strong imagery, students may rely on rote memorization without understanding. Over time, this leads to frustration, avoidance, and declining confidence. Math remediation directly addresses these challenges by strengthening imagery and connecting it with language and reasoning.

 

Signs Your Child May Need Math Remediation

signs your child needs math remediation

Knowing when to begin math remediation can make a meaningful difference. Consider targeted support if your child:

  • Struggles to remember basic math facts despite repeated practice
  • Makes frequent errors in addition, subtraction, multiplication, or division
  • Feels overwhelmed by word problems
  • Has difficulty grasping new concepts like fractions or decimals
  • Avoids math tasks or shows signs of anxiety
  • Is falling behind grade-level expectations

These indicators suggest that additional practice alone may not be enough. Math remediation focuses on rebuilding understanding, not just improving performance.

 

The Importance of Early Math Remediation

early math intervention

Early intervention can be a powerful factor in math remediation. Because math builds on previous learning, small gaps can grow quickly if left unaddressed. Some children appear to manage early math, only to struggle later when concepts become more abstract.

If you’ve noticed your child is struggling with math, it may be time to seek help and assess their learning skills. Early intervention can bridge the learning gap and build a solid foundation in math.

Math remediation in the elementary years helps prevent long-term difficulties by strengthening foundational skills early. That said, math remediation is effective at any age. Middle school, high school, and even college students can benefit from instruction that rebuilds core understanding. Parents often notice that once math remediation begins, confidence improves alongside skills. When math starts to make sense, motivation naturally increases.

 

Foundational Skills Strengthened Through Math Remediation

math remediation skills

Math remediation focuses on developing the essential skills that support all future math learning. When this foundation is in place, students are better able to understand new concepts, solve problems, and apply math confidently in the classroom. 

On Cloud Nine® math uses a structured, concept-imagery-based approach to develop mathematical understanding. Through the development of concept imagery, students learn to “see” math in their minds, enabling them to understand math facts, math vocabulary, problem-solving, and the application of math concepts to real-life situations. 

Math Remediation vs. Tutoring: What’s the Difference?

Parents often ask how math remediation differs from tutoring. While both can be helpful, they serve different purposes.

Tutoring typically reinforces current classroom content, helps with homework, or prepares students for tests. It assumes foundational skills are already in place.

Math remediation, on the other hand, addresses the root causes of difficulty. It involves diagnostic assessments, structured instruction, and systematic practice to rebuild the skills that support learning. When a child continues to struggle despite extra help, remediation is often the more effective starting point.

 

Personalized Learning: A Key to Effective Math Remediation

personalized math remediation

High-quality math remediation is always personalized. Instruction must be tailored to individual needs so that time and effort are focused where they will have the most significant impact.

At Lindamood-Bell, math remediation begins with a Learning Ability Evaluation, which identifies strengths, weaknesses, and priority areas for instruction. This assessment-driven approach ensures that teaching targets the skills that matter most.

Personalized math remediation plans include:

  • Clear learning goals
  • Targeted instruction aligned to student needs
  • Flexible pacing based on skill development
  • Frequent checks for understanding
  • Ongoing progress monitoring

This individualized approach supports both skill development and confidence, making math remediation more effective and more encouraging for students.

 

What Sets Lindamood-Bell’s Math Instruction Apart?

math intervention at Lindamood Bell

The On Cloud Nine®: Visualizing and Verbalizing for Math program seamlessly integrates imagery with language to enhance math skills. This evidence-based approach allows students to connect math concepts with verbal reasoning, enabling them not only to solve problems but also to deeply understand the processes that underlie them. By emphasizing both mathematical reasoning and computation, instruction builds a robust foundation for math learning.

How On Cloud Nine Differs from Typical Math Instruction Approaches

On Cloud Nine differs from many math programs that emphasize one primary approach. 

Conceptual Understanding Instruction
This approach focuses on explaining why operations work as they do.
On Cloud Nine starts each step with activities that ensure the student understands the why behind the step or operation, building meaning before expecting performance.

Procedural Fluency Instruction
This approach focuses on giving students a series of steps they need to follow to solve problems.
On Cloud Nine guides students through the steps needed to solve problems, ensuring they can visualize and verbalize both the concepts and the specific steps—so procedures are understood, not memorized.

Spiral Scaffolding
This approach introduces a concept to a certain level (not very deep), moves on to other topics, and then returns later to review and practice previously introduced topics. On Cloud Nine encourages overlapping steps, so students are not required to reach 100% mastery of one step before beginning the next. This supports stronger connections across skills and reduces learning gaps.

Mastery
This approach seeks to build a complete set of knowledge before moving on to a new step or topic.
Again, On Cloud Nine encourages overlapping steps. This supports effective pacing by keeping students challenged without becoming too frustrated or overwhelmed—aligning with the zone of proximal development.

On Cloud Nine Key Areas of Focus

Mastering Essential Math Facts
By developing the imagery-language foundation, students learn how to visualize and retain crucial math facts, ensuring they can confidently recall and apply this knowledge in various contexts.

Enhancing Problem-Solving Skills
By combining concept and numerical imagery with language, students strengthen their ability to tackle word problems with clarity and confidence, using effective strategies for success.

Deepening Understanding of Math Concepts
This approach goes beyond mere computation, fostering a genuine understanding of the “why” behind math concepts. Deeper comprehension lays strong groundwork for future learning and application.

At Lindamood-Bell, students receive tailored support that addresses their unique needs and learning styles. Our mission is to help each student succeed in math while developing the skills and confidence to excel in the classroom and beyond.

 

Learn how On Cloud Nine math remediation can lead to lasting skill development:

 

Frequently Asked Questions

FAQs about math remediation

What is the difference between remediation and tutoring?

Remediation rebuilds core understanding and addresses underlying skill gaps through diagnostic assessment and structured instruction. Tutoring typically reinforces current classroom material. Math remediation targets foundational issues to create lasting improvement.

Can math remediation help students with dyscalculia or learning differences?

Yes. Math remediation adapts instruction to individual learning profiles and emphasizes multisensory methods, concept imagery, and explicit teaching.

Is online math remediation effective?

When delivered with live instructors, structured yet interactive lessons, and ongoing progress monitoring, online math remediation can be highly effective. Quality instruction matters more than format.

 

Getting Started with Lindamood-Bell: Take the Next Step Toward Math Confidence

math remediation at Lindamood Bell

Lindamood-Bell offers one-to-one in-person and online math instruction. Whether your child is just beginning to struggle or has faced math challenges for years, our math instruction can uncover root causes, rebuild foundational skills, and restore confidence. We focus on developing the imagery-language foundation students need to truly understand math—not just memorize it—through personalized support using the On Cloud Nine® program.

Contact us today to learn how Lindamood-Bell can support your child’s math journey. Get in Touch or call 800-300-1818 to get started.

What Does a Reading Specialist Do? Expert Instruction and Literacy Support from Lindamood-Bell

Instruction, Professional Development, Reading

what does a reading specialist do

What Is a Reading Specialist?

When parents search for a reading specialist, they often seek expert support to help a child improve their reading accuracy, understanding, and confidence. They look for a professional who understands how children learn to read and applies this expertise when progress has slowed or challenges persist.

In school settings, reading specialists may work under titles such as literacy interventionist, dyslexia specialist, special education reading teacher, or reading intervention teacher. Their work typically includes individualized or small-group instruction to address challenges with decoding, fluency, and comprehension. Many also support classroom teachers through professional development, coaching, and the implementation of literacy programs.

For families seeking expert reading support and development and schools focused on improving literacy outcomes, Lindamood-Bell’s founders’ evidence-based programs provide a proven foundation for lasting gains in reading and learning.

 

The Role of a Reading Specialist 

role of a reading specialist

At its core, the role of a reading specialist is to identify why reading is difficult and to provide instruction that targets the underlying causes—not just the symptoms—of reading challenges.

At Lindamood-Bell Learning Centers, this role is fulfilled by a team of instructional experts who support each child from evaluation through instruction and ongoing educational guidance. Each student begins with a comprehensive Learning Ability Evaluation, which identifies learning strengths, challenges, and the most effective path forward.

Based on this evaluation, the experts at the Learning Center develop individualized instructional recommendations, lesson plans, and relevant goals—providing the depth of expertise families expect when seeking a reading specialist.

Instruction is delivered using truly evidence-based programs designed to develop the foundational skills that underlie reading, comprehension, and learning. This integrated approach ensures instruction is precise, intentional, and responsive to each student’s needs.

 

Reading Specialist Instruction at Lindamood-Bell Learning Centers

instruction with a reading specialist

Instruction at Lindamood-Bell Learning Centers is delivered by dedicated instructors who work one-to-one with each child, delivering the steps of instruction exactly as outlined in the individualized lesson plan. Instruction includes:

  • individualized lesson plans based on a comprehensive Learning Ability Evaluation for each student, 
  • one-to-one instruction focused on foundational literacy skills, 
  • ongoing progress monitoring to ensure measurable growth, 
  • and instructional quality oversight from our most experienced instructional team members. 

Instruction at Lindamood-Bell does more than teach reading rules or provide practice—it develops the underlying sensory-cognitive processing that makes learning possible. Families often seek a reading specialist when a child guesses at words, struggles with comprehension, or lacks confidence. Lindamood-Bell’s individualized instruction directly targets these challenges for students.

Does Your Child Need a Reading Specialist? Consider Lindamood-Bell

Ready to get started? Contact us to set up a comprehensive Learning Ability Evaluation. 

 

Professional Development at Lindamood-Bell for Reading Specialists

professional development for reading specialist

Lindamood-Bell also partners with reading specialists, special education teachers, and literacy professionals who want to use our approach with their own students. Through live, online professional development workshops, educators learn to implement programs that address the sensory-cognitive skills underlying learning and literacy, including: Seeing Stars Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling (SI) and Visualizing and Verbalizing for Language Comprehension and Thinking (V/V). Our interactive teacher workshops empower reading specialists to apply proven methodologies directly with the students they serve individually, in small groups, or in classrooms.

Contact us to learn more about professional development opportunities designed to strengthen literacy instruction at your school.

What is the Science of Reading? A Practical Guide for Educators

For Schools, Professional Development, Reading, ,

What is the Science of Reading

The science of reading is the converging body of research that explains how students learn to read, why some struggle, and which instructional practices reliably improve outcomes. When many well-designed studies across fields point in the same direction, we pay attention. This guide offers a clear, practical explanation of the science of reading and shows how a science of reading approach translates into daily teaching. It also highlights how Lindamood-Bell supports schools and families with programs and professional learning aligned to this evidence.

 

What Is the Science of Reading?

The science of reading brings together decades of rigorous research from cognitive psychology, education, linguistics, speech-language pathology, and neuroscience. This research identifies that reading comprehension grows from the interplay of two major components: the accurate recognition of words (decoding) and strong language comprehension—both matter. Neither alone is sufficient for skilled reading. When people ask, what is the science of reading, they are looking for the weight of evidence that points to what matters and what works.

Foundational skills—phonemic awareness, phonics, and word recognition—enable students to link sounds to letters and recognize words rapidly and accurately. Instruction that is explicit and systematic, taught in a planned sequence with clear modeling and guided practice, supports orthographic learning (word recognition) and fluent word reading. Other foundational skills—oral language, vocabulary, background knowledge, and discourse skills support comprehension. Effective instruction integrates these elements, so students learn to read words efficiently and make meaning from increasingly complex texts.

Over time, large-scale reviews and meta-analyses have sifted through thousands of studies to separate preferred practices from proven ones. The accumulated evidence supports explicit teaching of phonological skills and decoding, alongside intentional development of vocabulary, knowledge, and comprehension strategies. Contemporary studies continue to refine this view, examining how attention, working memory, executive function, and content knowledge contribute to reading development.

A science of reading approach is grounded in evidence-based practice. That means selecting methods supported by strong research, using reliable assessments to guide instruction, and monitoring progress to adjust teaching. When we talk about the science of reading explained for everyday use, we mean translating research into practices that teachers can implement with fidelity and that increase students’ learning and achievement.

 

How Research Informs Instructional Practice

Reading development is teachable. The following evidence-aligned components reflect the science of reading and how each contributes to skilled literacy:

Phonemic awareness: Students learn to hear, blend, segment, and manipulate individual sounds in spoken words. This forms the bridge to print.

Phonics and word recognition: Students learn sound-spelling correspondences and common patterns explicitly and systematically. Teaching is cumulative and reinforced through reading and writing.

Fluency: Students practice reading connected text with accuracy, appropriate rate, and expression. Repeated reading and targeted feedback help build automaticity, freeing attention for meaning.

Vocabulary and oral language: Students acquire word meanings and language structures through rich conversation, interactive read-alouds, and content-rich instruction.

Text comprehension: Students learn to monitor understanding, summarize, infer, and connect ideas within and across texts, while building knowledge over time.

Implementing a science of reading approach in daily routines requires clear planning and explicit teaching. High-leverage practices include:

  • Daily, explicit lessons in phonemic awareness, phonics, and word reading that follow a coherent scope and sequence.
  • Immediate application of taught skills in decodable texts, moving toward complex texts as accuracy and fluency develop.
  • Cumulative review and distributed practice to secure retention and flexible transfer to new contexts.
  • Language-rich discussions and writing to strengthen vocabulary, syntax, and comprehension.
  • Integrated encoding and spelling instruction to reinforce orthographic learning and support writing.

 

Benefits of Adopting a Science of Reading Approach

When schools align instruction with the science of reading, student outcomes improve. Decoding becomes more accurate and efficient, supporting fluency and comprehension. As students read more successfully, they build knowledge, expand vocabulary, and develop academic confidence. These gains hold across student groups, including multilingual learners, students with dyslexia, and those from varying backgrounds.

Timely identification and intervention matter. Focused support that intensively targets phonemic awareness, phonics, and orthographic mapping—alongside intentional work in oral language and comprehension—leads to measurable, lasting gains. Ongoing progress monitoring ensures responsiveness. If growth stalls, educators can adjust content, intensity, or duration to keep students on track.

Long-term advantages are substantial. Students who receive evidence-aligned literacy instruction achieve more across subjects, participate more fully in class, and are more likely to graduate. Foundational reading proficiency also correlates with stronger writing, critical thinking, and independent learning. These are durable skills that matter beyond school.

 

How Lindamood-Bell Aligns With the Science of Reading

Lindamood-Bell is a trusted partner for schools and families seeking evidence-aligned literacy instruction. Our instruction develops the sensory-cognitive processes that underlie language and literacy. Unlike other approaches that focus on phonological processing and phonics only, Lindamood-Bell instruction develops symbol imagery for orthographic processing and fluency and concept imagery for oral and written language comprehension. We describe our approach as the cognitive science of learning.

Our instructional frameworks include:

Lindamood Phoneme Sequencing (LiPS): Develops phonemic awareness and articulatory feedback to support accurate decoding and spelling.

Seeing Stars: Develops symbol imagery to strengthen phonological and orthographic processing, high-frequency word acquisition, and reading fluency.

Visualizing and Verbalizing: Develops concept imagery to enable oral and written language comprehension, critical thinking, and the ability to infer, summarize, and integrate information.

We collaborate with districts to design multi-tiered systems of support that connect core instruction with supplemental and intensive interventions. Through workshops, coaching, and ongoing professional development, we translate the science of reading into daily classroom practice. Independent studies and school partnerships across diverse settings show measurable improvements in accuracy, fluency, and comprehension. Lindamood-Bell’s track record positions us as a trusted leader in implementing the science of reading explained through high-impact instruction.

 

Resources to Support Implementation

Science of Reading 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

 

Putting the Science Into Practice

The science of reading offers a reliable roadmap for teaching students to read and understand text. With the science of reading explained and applied—through explicit foundational skill instruction, deliberate language and knowledge building, and consistent use of data—schools can improve literacy outcomes at scale. The path is clear: plan coherently, teach explicitly, practice cumulatively, and monitor progress.

Lindamood-Bell helps schools, educators, and families move from research to results. Our programs, coaching, and partnerships equip teams to implement a science of reading approach with fidelity and to accelerate growth for all learners. When instruction aligns with the weight of evidence, students become accurate, fluent, and thoughtful readers—ready to access the full curriculum and thrive beyond the classroom.

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.

 

 

 

How to Improve Reading Comprehension

Comprehension, Learning Centers, Reading, ,

 

Does your child feel overwhelmed by reading or struggle to stay focused and motivated to complete their assignments? These challenges are more common than you think and can significantly impact academic performance and confidence. Many people face difficulties with reading comprehension, which can make academics and everyday life more difficult. Strong comprehension skills are the key to unlocking academic success and making learning more engaging and enjoyable. Whether you’re a student, teacher, or parent, building strong comprehension skills is essential for long-term success.

In this article, we’ll discuss the importance of reading comprehension, address common obstacles, share effective strategies for enhancing these skills, and explore the support available to help individuals excel in this critical area.

 

Why Is Reading Comprehension Important?

Reading comprehension goes beyond simply reading or decoding words on a page or understanding the individual meaning of words; it involves understanding, interpreting, and deriving meaning from written texts. This essential skill is critical in everyday life and profoundly impacts academic achievement and daily life. Strong reading comprehension skills enable individuals to engage with a variety of texts, extract important information, and grasp the overall message or the main idea. Here’s why it matters:

Academic Success: Good reading comprehension is foundational for understanding textbooks, articles, and other educational materials. It helps students grasp new concepts, expand their knowledge, and perform well on exams.

Effective Communication: In an information-driven world, comprehending written materials is crucial for staying informed, making decisions, and contributing to discussions. It also enhances critical thinking and problem-solving, allowing individuals to analyze and evaluate ideas, concepts, and the world around them.

Reading comprehension struggles can be a primary cause of poor academic performance, which in turn can reduce motivation and diminish self-esteem for students. On the other hand, strong reading comprehension can be a primary cause of individuals becoming lifelong learners, effectively navigating complex information, and thriving in school, work, and life.

 

Understanding Reading Comprehension Challenges

“Clinical research and experience over the last thirty years indicate there is a separate comprehension weakness that is rarely identified. This weakness often undermines the reading process…It is weakness, based in the sensory system, in creating an imaged gestalt.” 

~ Nanci Bell, co-founder of Lindamood-Bell and author of the Visualizing and Verbalizing program

 

Reading is an integration of processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension. Three sensory-cognitive functions underlie both reading and reading comprehension:

  1. Phoneme awareness: the ability to auditorily perceive sounds within words.
  2. Symbol imagery: the ability to create mental imagery for sounds and letters within words.
  3. Concept imagery: the ability to create an imaged gestalt (whole) from 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, changing an individual’s ability to read and comprehend. Independent reading and comprehension begin with concept and symbol imagery. An individual must use sensory input to monitor and self-correct as they read.

Concept imagery is the foundation for reading comprehension and critical thinking for individuals of all ages. This integration of imagery and language enables higher-order thinking skills, enabling students to make inferences, analyze critically, and gain a richer understanding of what they read. 

Students with weak concept imagery often process “parts” of information they read or hear, but not the whole. This causes weakness in:

  • Reading comprehension
  • Listening comprehension
  • Critical thinking and problem-solving
  • Following directions
  • Memory
  • Oral language expression
  • Written language expression
  • Grasping humor
  • Interpreting social situations
  • Understanding cause and effect

 

Support for Improving Reading Comprehension

At Lindamood-Bell, we specialize in providing evidence-based instruction to help individuals develop strong concept imagery. Through targeted instruction, we unlock each student’s potential in reading and learning. 

The Visualizing and Verbalizing® (V/V®) program develops concept imagery as a basis for improving reading comprehension and developing higher-order thinking skills. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing. Research data collected on more than six thousand students between 2008 and 2023 has shown that intensive, sensory-cognitive instruction can significantly impact reading comprehension.

 

Results of Students Who Received Comprehension Instruction Only

Comprehension instruction improvements

On average, students who received Visualizing and Verbalizing® instruction achieved significant improvements in areas associated with language comprehension. They made large (statistically significant) standard score changes on two of the three measures. Additionally, the 22-point percentile increase in Written Language Comprehension moves these students from a deficit condition to well within the normal range (25th– 75th percentile).

 

Year: Jan. 2008 – Dec. 2023

Number of Students: 6,462

Average Age: 12.4

Average Hours of Instruction: 103.8

Lindamood-Bell Instruction Implemented: Visualizing and Verbalizing

 

Student Success Profile

Hear from a Lindamood-Bell family who have experienced the positive effects of our one-to-one instruction on their child’s reading comprehension. A mother of twin boys describes their academic challenges and triumphs. Lindamood-Bell instruction improved their ability to read and comprehend. They now have better skills and confidence in school.

 

Although a child may need instruction to overcome a reading comprehension deficit, you can support reading comprehension at home by incorporating these activities:

Engage Actively With the Text

Active reading involves interacting with the material rather than passively skimming. Encourage students to visualize concepts and ideas as they read. Techniques like those in the Visualizing and Verbalizing® program can help create mental pictures that enhance understanding and recall.

Prepare Before Reading

Before starting a text, set the stage for success by activating prior knowledge and reviewing key vocabulary. Pre-reading activities such as scanning headings, identifying unfamiliar words, and considering the topic help establish a solid foundation for comprehension.

Monitor and Reflect While Reading

Continuously check for understanding by pausing to visualize key ideas and ensuring mental images align with the content. Asking questions and connecting to prior knowledge can deepen engagement and clarify meaning.

Combined with a tailored approach to addressing individual needs, these strategies can make a lifelong difference in a student’s reading abilities.

 

Get Started

Lindamood-Bell instruction to improve comprehension

Ready to improve your student’s reading comprehension? Lindamood-Bell is here to help. Our learning centers provide the instruction needed for success. We begin with a comprehensive Learning Ability Evaluation to identify the root causes of comprehension difficulties. This evaluation provides valuable insights into each student’s unique needs, guiding us in creating a personalized instruction plan that addresses their challenges and builds a strong foundation for success. 

Learn more and schedule an evaluation today. You may also call us at 800-233-1819 or request information.

How to Handle a Bad Report Card

Helpful Tips, Learning Centers, Learning Difficulties, , ,

 

Receiving a bad report card can be a source of stress and worry for both students and their parents. This article will guide you through the steps to handle a bad report card effectively. From understanding the significance of a report card to working collaboratively with teachers and school staff, we will equip you with valuable strategies to turn this setback into an opportunity for growth. Additionally, we will explore how Lindamood-Bell can provide the learning support your child needs to overcome academic challenges. Let’s get started!

 

Understanding the Importance of a Report Card

understanding why a report card is important

Report cards play a crucial role in a student’s academic journey. They offer valuable insights into a child’s progress, strengths, and areas that need improvement. Understanding the importance of a report card can help parents and educators support students effectively.

One of the primary reasons report cards matter is that they serve as an evaluation of a student’s performance. They reflect the student’s performance in the classroom, the effectiveness of teaching methods, and the overall learning environment. Grades on a report card can provide feedback to parents and educators on how well a student grasps the material and meets academic expectations.

Grades on a report card can indicate various aspects of a student’s academic abilities. They may go beyond just numbers or letters; they may offer detailed information about a student’s strengths and weaknesses in different subjects. For example, high grades in math may suggest strong analytical and problem-solving skills, while lower grades in English may indicate a need for improvement in reading or writing comprehension.

In some school grades, report cards may significantly impact students’ future opportunities. In the later years of school, they are often used as a benchmark for college admissions, scholarship applications, and future employment. Good grades can open doors to prestigious universities and scholarships, while failing grades may limit options and opportunities. Therefore, promptly addressing any challenges highlighted in a report card is crucial and can benefit students.

 

Strategies for Reacting Positively to a Bad Report Card

how to react to a bad report card

Receiving a bad report card can be disappointing and overwhelming for both children and parents. However, reacting positively and supporting your child during this time is important. Here are some strategies to help you handle a bad report card:

Keeping emotions in check: Feeling frustrated or upset when your child’s grades are not what you expected is natural. However, it’s crucial to keep your emotions in check and avoid reacting in anger or disappointment. Remember, your child needs your support and understanding, not criticism.

Supporting your child emotionally: Instead of focusing solely on the grades, take the time to understand the underlying reasons behind the poor performance. Show empathy and let your child know that you are there to help them overcome any challenges they may be facing. Offer words of encouragement and reassure them that they are capable of improving.

Encouraging open communication: Create a safe and non-judgmental environment where your child feels comfortable discussing their academic struggles. Encourage them to express their feelings and share their concerns. You can better understand their needs and provide the necessary support by fostering open communication.

Remember, a bad report card does not define your child’s worth or potential. It is an opportunity for growth and learning. By reacting positively and offering support, you can help your child develop resilience and the motivation to improve. If you need additional guidance or assistance, consider exploring the educational programs and resources Lindamood-Bell offers.

 

Identifying the Root Causes of Poor Grades

causes of poor grades

When a student receives a bad report card, it’s essential to dig deeper and identify the underlying reasons for their poor grades. By understanding the root causes, parents and educators can provide the necessary support and interventions to help the student succeed.

One possible reason for poor grades is underlying learning difficulties. Some students may struggle with specific areas of learning, such as reading, writing, or math. Recognizing these difficulties is crucial, as it allows for targeted interventions and specialized instruction to address the student’s unique needs.

A poor report card can signal that your child needs extra support in developing the foundational skills for learning and comprehension. At Lindamood-Bell, we understand that every child is unique and may require different approaches to learning.

Often, it is necessary to seek a professional learning assessment to understand the root causes of poor grades. Lindamood-Bell can provide a comprehensive evaluation of a student’s learning abilities. Through a Learning Ability Evaluation, Lindamood-Bell can identify the student’s learning strengths and challenges, helping parents and educators develop targeted strategies for improvement.

 

Collaborating with Teachers 

Collaborate with teachers on how to handle a bad report card

Remember, handling a bad report card is not a solitary task. Collaborating with teachers, school staff, and outside professional experts can create a strong support system for your child’s academic growth and help them overcome challenges.

If a learning assessment identifies that your child struggles with areas of learning that impact their classroom performance, be prepared to share these findings with your child’s teacher. Or arrange for the professional who administered the assessment to discuss the results with the teacher. Be prepared to ask specific questions, share your concerns, and ask the teacher for their insights.

 

Find Learning Support at Lindamood-Bell

learning support after a bad report card at Lindamood-Bell

Our comprehensive learning evaluation provides insight into your child’s strengths and weaknesses. Our team of experts will assess your child’s cognitive and academic abilities, identifying specific areas that need improvement.

Lindamood-Bell instruction is designed to help students of all types who are struggling in school. Whether your child is struggling with reading, comprehension, or math, our evidence-based programs can make a difference.

Hear from a family about how Lindamood-Bell instruction turned around their child’s school experience, from learning struggles to success in college: 

 

Our highly trained instructors use research-based techniques to develop the underlying skills necessary for learning success. Through individualized 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.

Beyond Dyslexia Accommodations: Building Independent Reading Skills

Dyslexia, Instruction, Learning Difficulties, , ,

Students with dyslexia face challenges in reading and spelling that can make learning frustrating and affect confidence. Dyslexia accommodations are tools that may allow learners to access grade-level content while their skills develop. These accommodations can reduce barriers, support engagement, and help students demonstrate their knowledge.

Students may be enrolled in a public or private school, where accommodations for dyslexia can significantly improve their day-to-day learning. At the same time, some students need more intensive, individualized instruction to address the root causes of their reading difficulties. 

Lindamood-Bell offers two additional pathways for these learners: attending Lindamood-Bell Academy (LBA) for a full-school experience centered on sensory-cognitive instruction, or receiving one-on-one sensory-cognitive instruction at a Lindamood-Bell Learning Center to develop the sensory-cognitive foundation for reading. 

To hear how students with dyslexia have learned with our approach, check out this remarkable student story: True Grit – A student with dyslexia tells his story.

This article highlights some dyslexia accommodations that may be available at school, details LBA’s individualized learning, explains Learning Center instruction, and offers practical next steps for families with children facing reading challenges.

 

Dyslexia Accommodations in School

Dyslexia accommodations in a public or private school setting may help students access the curriculum while they build reading and spelling skills. They can help learners participate without being limited by difficulties with decoding or written expression. Examples of some  dyslexia accommodations include

  •  Access to audiobooks or text-to-speech for core content
  • Sharing guided notes, outlines, or slides ahead of time
  • Extra time on assignments, quizzes, and tests
  • Alternative response formats such as oral presentations, visuals, or recorded answers
  • Strategic seating and quiet work areas to minimize distractions
  • Assistive technology such as spell check, word prediction, and speech-to-text

These dyslexia accommodations can help students stay engaged, build confidence, and demonstrate knowledge. Schools often document these supports in an Individualized Education Program (IEP) or Section 504 Plan to ensure consistent implementation.

 

Lindamood-Bell Academy (LBA): A Full-School Approach

Unlike traditional schools, LBA develops the sensory-cognitive processing that is the foundation for learning. Lindamood-Bell Academy is the only school that intentionally prioritizes the underlying language processing skills that students require for success in school and life. 

At LBA:

  • Instruction is individualized to develop symbol imagery, phonemic awareness, and concept imagery for fluent reading and language comprehension.
  • Curriculum pacing is adjusted to each learner’s needs.
  • Students progress at their own rate while accessing a complete school curriculum.
  • We meet the needs of students with dyslexia by providing intensive instruction first, ensuring they can access grade-level content right away.

This approach is particularly effective for students whose reading challenges prevent them from keeping pace in a typical classroom, including learners diagnosed with dyslexia, ADHD, or other learning differences.

 

Lindamood-Bell Learning Centers: Sensory-Cognitive Instruction

For families who prefer their child to remain at their current school, the Lindamood-Bell Learning Center offers intensive one-on-one or small-group sensory-cognitive instruction. This instruction

  • targets foundational skills needed for accurate, fluent reading;
  • strengthens symbol imagery and phonological awareness;
  • and produces measurable improvements in decoding, reading fluency, and comprehension.

 

How to Get Started if Your Child Is Struggling

Lindamood-Bell instruction is available both in-person and live online, giving families 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 may recommend a plan for one-on-one instruction at a Lindamood-Bell Learning Center or enrollment in LBA. This personalized approach targets the root causes of reading and learning difficulties, helping your child thrive academically and build confidence. 

Schedule a Learning Ability Evaluation today to start your child’s journey to reading success.

 

Why Specialized Instruction Matters

While dyslexia accommodations may reduce barriers and provide access to content, they do not address the underlying reading difficulties. At Lindamood-Bell, students develop the sensory-cognitive processes essential for independent reading. Benefits of this approach include:

  • more accurate decoding;
  • improved reading fluency;
  • and stronger comprehension and writing skills.

Lindamood-Bell instruction is intensive, evidence-based, and individualized, producing measurable gains in reading and supporting long-term academic achievement. For nearly four decades, we have worked with thousands of learners, and our success comes from our unique, sensory-cognitive approach to literacy instruction.

The Seeing Stars® program is specifically designed to support students with dyslexia. It develops symbol imagery, the ability to visualize letters within words—a skill crucial for sounding out new words, recognizing common words, spelling accurately, and reading fluently in context.

Learn more about our experience and results with students diagnosed with dyslexia in ‘Understanding the Signs of Dyslexia’.

 

Supporting Students with Dyslexia

While school-based dyslexia accommodations can help students access grade-level content, they do not remediate dyslexia or teach the brain how to read. Lindamood-Bell Academy’s full-school approach and Learning Center sensory-cognitive instruction directly develop the underlying processes required for accurate, fluent reading. Families can partner with Lindamood-Bell to select the pathway that best meets their child’s needs—so students can participate in learning today while building the real reading skills essential for lifelong success.

If your student is struggling with dyslexia or reading difficulties, we encourage you to contact 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 to schedule a Learning Ability Evaluation or call 800-233-1819 to learn more about how we can help.

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 Aphantasia?

Comprehension, Learning Difficulties

 

Understanding Aphantasia

Aphantasia is a condition in which an individual cannot form or has difficulty forming visual images in their mind. It is thought to affect an estimated 2-5% of the population. Though not widely recognized, understanding this phenomenon is helpful for educators, parents, and individuals. Termed by Professor Adam Zeman in 2015, aphantasia seems to affect one’s capacity to imagine or recall details about people, places, objects, or events. 

Aphantasia can range from the complete absence of visual imagery to faint or fragmented images. Some individuals report that they cannot create any mental images, while others may have limited or blurry ones. Some report that they experience variations in visualizing specific types of images, such as faces, landscapes, or objects, underscoring the complexity of the condition and its potential impact on learning and daily life.

These difficulties are not related to vision impairment but reflect differences in how the brain processes information. Recent studies suggest aphantasia occurs in about 4% of the general population, and due to its subjective nature, the number of individuals who would meet the criteria is still being determined. (Dance, Ipser, Simner, 2022)

Although the exact cause of aphantasia is not fully understood, researchers have identified several potential triggers and contributing factors. One possible cause is the lack of activation or connectivity in the brain’s visual processing areas. Studies have shown that individuals with aphantasia exhibit reduced activity in the visual cortex, suggesting a neurological basis for the condition. People with this condition often struggle to recall or recognize visual details from past experiences, indicating a connection between visual imagery and memory retrieval.(Montabes de la Cruz, Belén M. et al. 2024)

Additionally, individuals’ ability to generate mental imagery varies and a distinctive relationship exists between image generation and cognitive processes such as memory and language comprehension. Indeed, the correspondence between imaginal skills and learning in general is pervasive.

At Lindamood-Bell, our nearly forty years of clinical research and experience have shown that many students struggle to create holistic or gestalt images due to weaknesses in the brain’s sensory systems. 

Lindamood-Bell refers to this as concept imagery, the ability to create an imaged gestalt from oral and written language. It has been found that this ability is crucial for oral and written language comprehension, including understanding abstract and complex ideas. While individuals may have differing abilities, the imaginal processes needed for reading comprehension are not different. Sensory-cognitive functions such as creating mental representations can be developed, changing an individual’s ability to comprehend oral and written language.

Individuals with aphantasia can benefit from explicit instruction on how to image. The Visualizing and Verbalizing® (V/V®) program 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 is contributing to the growing body of research regarding aphantasia.  

At The Eye’s Mind: Visual Imagination, Neuroscience and the Humanities Conference in the United Kingdom, Lindamood-Bell co-founder and author of Visualizing and Verbalizing for Language Comprehension and Thinking, Nanci Bell, and Lindamood-Bell’s Research and Development Director, Paul Worthington, contributed to the conference dialogue on the role of imagery in education. Their presentation, Visual Imagery: The Nonverbal Code for Language and Cognition, underscored the critical link between visual imagery and cognitive functions, emphasizing how behavioral neuroscience has confirmed the foundational role of visual imagery in oral and written language comprehension. Recent studies have also documented how improving visual imagery can address deficits like aphantasia, correlating these findings with language comprehension improvements.

Grounded in Dual Coding Theory (DCT), which asserts that human cognition relies on both verbal and nonverbal processing, the session highlighted how systematic instructional approaches can activate the nonverbal imagery code, facilitating language skills in learners of all ages. Drawing on over 30 years of instructional experience and work with more than 35,000 children across the U.S., the U.K., and Australia, five key insights into the imagery-language connection have emerged:

  1. Significant individual differences exist in the ability to generate visual imagery.
  2. A strong correlation exists between visual imagination and language comprehension.
  3. Individuals can learn to consciously create visual images, leading to significant gains in reading and language comprehension.
  4. Linking the sensory input of imagery to language results in significant neurological changes and reading improvements in children with dyslexia
  5. Stimulating the imagery-language connection in children with autism spectrum disorder improves language comprehension, accompanied by fundamental changes in the connectivity of the brain regions involved in reading comprehension.

 

Diagnosis and Support for Aphantasia

support for aphantasia

Recognizing the signs and symptoms is the first step toward receiving appropriate support for aphantasia. Common indicators include an inability to visualize people, places, or objects, difficulty recalling visual details, and a general lack of concept imagery. At Lindamood-Bell, we understand that individuals of all ages may experience challenges related to weak concept imagery, which can result in difficulties with:

  • Reading comprehension
  • Listening comprehension
  • Critical thinking and problem-solving
  • Following directions
  • Memory
  • Oral language expression
  • Written language expression
  • Grasping humor
  • Interpreting social situations
  • Understanding cause and effect

Lindamood-Bell’s evidence-based instruction helps individuals develop their mental imagery abilities. The Visualizing and Verbalizing (V/V) program strengthens the sensory-cognitive skill of concept imagery. Our targeted instruction provides the foundation students need for academics and daily life.

 

Proven Results for Improving Comprehension  

Improving comprehension for students with aphantasia

At Lindamood-Bell, students receive individualized instruction using one or more of our founders’ evidence-based programs. The Visualizing and Verbalizing (V/V) program develops concept imagery—the ability to create an 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. Visualizing and Verbalizing® (V/V®) addresses the needs of students diagnosed with aphantasia. 

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

 

Results of Students Who Received Comprehension Instruction

 

Lindamood-Bell Instruction Implemented: Visualizing and Verbalizing

On average, students who received Visualizing and Verbalizing instruction achieved significant improvements in areas associated with language comprehension. Our Comprehension-Only student population represents about 24% of our total Learning Center population. They made large (statistically significant) standard score changes on two of the three measures. Additionally, the 22-point percentile increase in Written Language Comprehension moves these students from a deficit condition to well within the normal range (25th—75th percentile).

Year: Jan. 2008 – Dec. 2023

Number of Students: 6,462

Average Age: 12.4

Average Hours of Instruction: 103.8

 

Help for Aphantasia at Lindamood-Bell

help for aphantasia

Lindamood-Bell provides individualized, evidence-based instruction to assist students facing reading, comprehension, and math challenges, including those diagnosed with aphantasia. Whether your student has been diagnosed with aphantasia or is just struggling with comprehension, we can help. 

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 learning difficulties. Take the first step toward transforming your student’s future by scheduling a Learning Ability Evaluation today.

 

Student Story: Overcoming Reading and Comprehension Difficulties 

Watch a family’s inspiring story of how Lindamood-Bell transformed their student’s learning. Through our programs, the student developed stronger mental imagery skills and significantly improved comprehension.

 

We believe every individual has the potential to thrive, and we are dedicated to helping students reach their full learning potential, including those who have a diagnosis of aphantasia. Contact us today to get started. 

Get in touch or call 800-300-1818 to learn more. 

 

References:

The prevalence of aphantasia (imagery weakness) in the general population,
Dance, C.J. et. al.
Consciousness and Cognition, Volume 97, 2022

Decoding sound content in the early visual cortex of aphantasic participants
Montabes de la Cruz, Belén M. et al.
Current Biology, Volume 34, Issue 21, 5083 – 5089.e3 2024

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.