All posts by Julie Gisbon

Best Practices Guide: Dyslexia Screening and Intervention Strategies

Dyslexia, Professional Development, Reading, , , , ,

dyslexia screening and intervention

Dyslexia affects how individuals process spoken and written language, especially the ability to connect sounds to letters and read accurately and fluently. With effective screening tools and targeted, evidence-based instruction, students with dyslexia can make significant, lasting gains in reading, writing, and overall confidence. This guide explains dyslexia, clarifies how a dyslexia screener works, and outlines intervention strategies with the strongest research base. It also provides actionable steps for implementing schoolwide screening and highlights resources, including professional development from Lindamood-Bell, that support educators, families, and students. When schools pair a universal literacy screener with clear intervention strategies, they create a strong foundation for early identification and timely support.

Recent research is shedding new light on how effective intervention can change not only reading outcomes, but also the brain itself.

 

New Research Validates Brain-Based Impact of Intervention

new dyslexia research

A 2026 Stanford-led study published in Nature Communications provides compelling neurobiological evidence for intensive reading intervention. Using functional MRI, researchers found that students with dyslexia who participated in an intensive reading intervention program implemented by Lindamood-Bell experts using Nanci Bell’s Seeing Stars® program made significant reading gains, nearly one grade level in just eight weeks, and showed measurable growth in the brain’s Visual Word Form Area, a region critical for fluent word recognition. These findings reinforce what decades of practice have shown: targeted, evidence-based instruction can strengthen both reading skills and the neural systems that support them. 

Read more about the Stanford study

 

The Evolving Definition of Dyslexia

definition of dyslexia

The International Dyslexia Association’s updated definition of dyslexia reflects a growing recognition that dyslexia involves more than phonological processing alone. While phonological difficulties remain central, the new definition also references research pointing to additional language-based challenges, including aspects of orthographic processing.

At Lindamood-Bell, we agree that dyslexia is multifaceted, but our clinical and research experience shows that orthographic processing is not simply an associated feature. The ability to create, store, and retrieve precise mental images for letters and letter sequences, known as symbol imagery, is foundational to accurate reading, spelling, and comprehension. When this underlying skill is weak, students may struggle even after receiving phonological instruction.

 

Understanding Dyslexia: A Comprehensive Overview

understanding dyslexia

Dyslexia is a neurobiological learning difference that primarily affects accurate and/or fluent word recognition, spelling, and decoding. It exists on a continuum. Some learners experience mild challenges, while others face more significant difficulties. Dyslexia is not related to intelligence, motivation, or effort. With appropriate instruction, students with dyslexia can become skilled readers and writers.

Prevalence estimates suggest that dyslexia affects approximately 5–10% of the population, with higher figures when broader reading difficulties are included. Dyslexia occurs across languages and cultures and frequently runs in families, indicating a genetic component.

Common myths persist. Dyslexia is not simply “seeing letters backwards,” and it is not caused by vision problems. It reflects how the brain processes language sounds and maps them to written symbols. Another misconception is that students will outgrow dyslexia or cannot become strong readers. In reality, structured, explicit, and systematic instruction, delivered with sufficient intensity, can drive substantial improvement for most learners.

Early identification matters. When schools identify risk in kindergarten or first grade and provide targeted instruction, students are more likely to develop foundational skills and avoid downstream academic struggles. A dyslexia screener can identify risk factors early, enabling proactive intervention and better long-term outcomes. Many districts pair a dyslexia screener with a literacy screener to capture both foundational skill risk and broader reading performance, which strengthens decision-making about intervention strategies.

 

The Role of Dyslexia Screeners in Education

dyslexia screeners

A dyslexia screener is a brief, reliable set of tasks designed to identify students at risk for reading difficulties associated with dyslexia. A screener does not diagnose dyslexia. Instead, it flags students who may need targeted support or a comprehensive evaluation. Schools often administer universal screeners to all students at key points during the year to ensure equitable access to early support. 

Effective screening reflects the core components of language and reading associated with risk. A high-quality dyslexia screener typically measures:

  • Phonological awareness: the ability to hear, identify, and manipulate sounds in words, such as blending and segmenting phonemes
  • Letter-sound knowledge: recognition of letters and the sounds they represent
  • Rapid automatized naming (RAN): speed of naming letters, digits, colors, or objects
  • Decoding and word reading: reading real words and pseudowords to assess sound-symbol mapping and pattern generalization
  • Spelling and encoding: applying sound-letter knowledge to write words accurately
  • Oral language measures: vocabulary and listening comprehension, when appropriate, to inform instruction

Early screening empowers students and educators by providing actionable data. For students, it means timely support that can prevent frustration, reduce academic gaps, and build confidence. For educators and schools, screening data helps target instruction, allocate resources, and evaluate the impact of interventions. Universal, schoolwide screening promotes equity by ensuring identification does not depend solely on teacher referral or parent advocacy. When teams interpret both literacy screener and dyslexia screener results together, they are better able to select intervention strategies that meet learners where they are.

 

Effective Dyslexia Intervention Strategies for Students 

dyslexia intervention strategies

For Lindamood-Bell, effective dyslexia intervention begins with using screening data to inform instruction. We help schools and educators interpret dyslexia screener and literacy screener results and translate those findings into targeted, explicit instruction that develops the sensory-cognitive skills essential for reading and spelling. Our approach is systematic, cumulative, and responsive to student data, with a clear emphasis on strengthening how students process and integrate language.

Rather than relying solely on screening results, we connect identified risk patterns to instructional decisions. Screening data guides where instruction begins, which skills require the greatest emphasis, and how instruction is adjusted over time. From there, instruction is designed to address the underlying sensory-cognitive weaknesses that directly limit reading progress.

Instruction focuses on explicit, systematic teaching that connects sounds, letters, and spelling patterns while strengthening symbol imagery—the ability to form, store, and retrieve precise mental images for letters and letter sequences. This sensory-cognitive foundation is the basis for accurate decoding, word recognition, and the development of reliable sight words. Guided practice and reading experiences then build fluency and comprehension once accuracy and sound-symbol relationships are secure.

The instructional principles that support students with dyslexia are the same principles that support all developing readers. When explicit, systematic, evidence-based instruction that develops sensory-cognitive skills is delivered in the early grades, particularly kindergarten through second grade, schools can prevent or significantly reduce the severity of later reading difficulties, including dyslexia. Lindamood-Bell programs support strong classroom instruction as well as targeted intervention, allowing schools to address risk proactively, even before additional diagnostic data is available.

Within a tiered framework such as MTSS or RTI, Lindamood-Bell supports a scalable, schoolwide approach to reading instruction. High-quality core instruction lays a foundation for all students, while dyslexia screener data and ongoing progress monitoring guide targeted, intensive intervention. This ensures instructional time, grouping, and intensity are matched to student needs and adjusted as students respond to instruction.

Consistency, sufficient intensity, and high expectations are essential for meaningful gains. When schools align screening, instruction, and intervention using Lindamood-Bell programs, they create a cohesive system that connects assessment data to daily teaching practices. This alignment supports early identification, targeted intervention, and long-term reading success for students with dyslexia and those at risk.

 

Teacher Training for Dyslexia Intervention

teacher training for dyslexia intervention

Lindamood-Bell offers professional development that helps educators implement fundamental skills for dyslexia intervention and reading remediation. These programs focus on structured, explicit instruction in the core components of reading and language comprehension, with an emphasis on classroom application and intervention settings. As a trusted leader, Lindamood-Bell partners with schools and districts to connect dyslexia screener insights to effective intervention strategies that drive measurable student growth.

Our founders’ programs are grounded in research and supported by evidence, including independent studies and district partnerships that demonstrate measurable gains in decoding, fluency, and comprehension. Educators learn to implement clear instructional routines with fidelity, monitor progress, and adjust lessons based on student response to instruction. This alignment between literacy screener data and targeted intervention strategies positions teachers to deliver the right instruction at the right time.

Lindamood-Bell Professional Development Workshops are interactive and flexible, delivered live online to support active learning and immediate feedback. Educators engage in modeling, guided practice, and lesson planning to translate research into daily instruction. Schools can select formats that fit their schedules, from introductory workshops to deeper implementation coaching across the school year. Materials related to Lindamood-Bell workshops are available from Gander Publishing.

By combining high-quality training with ongoing support, Lindamood-Bell helps schools build capacity for early screening, follow-up, and targeted intervention. Students identified through a dyslexia screener receive effective, timely support aligned with best practices, and teachers gain the tools to sustain progress across grades.

 

How Lindamood-Bell Stands Out

help for dyslexia

Lindamood-Bell stands out by helping schools turn screening data into effective instruction that drives meaningful reading growth. Our approach connects the findings of a dyslexia screener to instructional decisions, ensuring that every student receives intervention strategies aligned to their learning profile. We prioritize clarity and consistency so educators can confidently deliver instruction that builds phonological awareness, decoding, fluency, and comprehension.

  • Evidence-based: Lindamood-Bell’s approach is grounded in the cognitive science of learning and aligned with the Science of Reading and Structured Literacy. 
  • Practical classroom routines: We support educators in translating literacy screener data into daily lesson plans and small-group instruction. 
  • Implementation support: Coaching and fidelity checks help ensure instruction remains consistent and responsive to student progress. 
  • Scalable options: From single schools to multi-site districts, we offer flexible pathways that align with MTSS and work within existing schedules and staffing models. 
  • Family engagement: We provide resources that help families understand screening results and support learning at home. 

Whether you are launching a new universal screening initiative or refining an existing system, our team can help you connect the dots between a dyslexia screener, a literacy screener, and day-to-day teaching practices. The result is a cohesive plan that turns data into action.

 

Frequently Asked Questions

How is a dyslexia screener different from a diagnostic evaluation?
A screener is a brief, universal measure that identifies risk for reading difficulties associated with dyslexia. It does not diagnose. A diagnostic evaluation is a comprehensive assessment conducted by qualified professionals to determine whether a student meets criteria for dyslexia and to identify specific instructional needs.

Can students with dyslexia learn to read fluently?
Yes. With structured, explicit, and systematic instruction that addresses the sensory-cognitive foundations of reading, most students make substantial gains in decoding, fluency, and comprehension. Fluency often improves over time as accuracy stabilizes and students practice with connected text.

Are the programs used by Lindamood-Bell suitable for all grade levels?
Yes. Instruction is tailored to each student’s profile. Programs can be adapted for early learners through secondary students and beyond.

How long does intervention take to show results?
Many students show measurable growth within 80–120 hours of targeted, intensive intervention. The pace varies based on the student’s starting point, frequency of sessions, and fidelity of implementation. Consistent practice and data-informed adjustments accelerate progress.

 

Our Experience with Schools

dyslexia intervention in schools

Lindamood-Bell’s approach has been implemented in thousands of school systems nationwide, supporting struggling readers and students with dyslexia since the 1990s. Our programs are grounded in the cognitive science of learning and supported by a robust body of research, including peer-reviewed studies and school and district case studies demonstrating significant gains in reading achievement.

Examples of this work include:

View More School Results

 

Get Started with Lindamood-Bell

dyslexia intervention professional development

If your school is ready to connect screening data to daily instruction, Lindamood-Bell can help. We support teams in selecting and interpreting dyslexia and literacy screener tools, establishing effective data routines, and implementing targeted intervention strategies that lead to measurable results. From live online workshops to embedded coaching, our professional learning equips educators with the knowledge, tools, and confidence to make an immediate impact.

Get in Touch to learn how we can partner with your school or district. Together, we will design a plan that turns assessment insights into effective instruction and meaningful support for students with dyslexia. We look forward to working with you to help all students become skilled, confident readers and reach their full learning potential.

40 Years of Changing Lives Through Learning

Research, , , , , ,

 

The science has never been more clear:

with the right instruction, every learner can reach their potential.

 

NEW RESEARCH  |  STANFORD UNIVERSITY, 2026

The Dyslexic Brain Can Change.

A study published in Nature Communications found that intensive, evidence-based reading instruction causes a key brain region—the visual word form area—to grow in children with dyslexia. Lindamood-Bell donated time and instructional resources to support this research. Children who received the instruction improved their reading by approximately one grade level in eight weeks—and their brains changed measurably in the process.

→ Read the Stanford Study

 

Four Decades. Hundreds of Thousands of Lives Changed.

 

40 years of research-based instruction

20+ peer-reviewed publications and counting!

5+ collaborative neuro-biological research projects with the University of Alabama, Birmingham; MIT; the University of Washington; Stanford; Georgetown University, and more!  

Hundreds of thousands of students, educators & families served

88 Countries reached

 

Every Child Deserves the Chance to Learn

The Hope for Learning Scholarship Fund — Now Open

 

To mark our 40th anniversary, Lindamood-Bell is launching the Hope for Learning Scholarship Fund — a company-sponsored initiative to help students who demonstrate financial need and a strong fit for our instructional model access the instruction they need to reach their potential.

We believe every learner, regardless of financial circumstance, deserves the opportunity to thrive.

[ Learn More About the Fund ]

Applications are reviewed on a rolling basis. Eligibility is based on demonstrated financial need and fit with the Lindamood-Bell instructional model.

 

Forty Years In, Science Is Catching Up to What We’ve Always Known

By Nanci Bell, Co-Founder & CEO, Lindamood-Bell  

 

I have spent 40 years watching children learn to read.

I have watched children who were told they would “never be good readers” become fluent. I have watched students who had given up on themselves discover that they could, in fact, decode words, hold meaning, and love books. I have watched families go from fear to relief to joy—sometimes in a matter of weeks.

In 1986, when Pat Lindamood and I founded this company, the science of reading was still in its early stages. The connection between sensory processing, imagery, and the development of reading ability was not yet widely understood or accepted. We built our instructional methods on the foundational belief that reading is a sensory-cognitive act—that the brain must be able to see and feel the sounds and structures of language in order to decode and comprehend written words.

Forty years later, science is confirming what we have always believed.

 

What the Stanford Study Found

In February 2026, a research team led by Dr. Jason Yeatman at Stanford University published a landmark study in Nature Communications. The study used functional MRI scans to measure brain activity in children with dyslexia before and after receiving intensive reading instruction.

The researchers focused on a region of the brain called the visual word form area, or VWFA — a small but critical structure in the left visual cortex that, in typical readers, specializes in the rapid recognition of written words. Prior research had shown this region to be less active in people with dyslexia. This new study tracked children’s brains over a full year, across multiple scans.

What they found was striking. At the outset of the study, the VWFA was detectable in nearly all typical readers, but in fewer than two-thirds of children with dyslexia. Among children who did have a detectable VWFA, the region was smaller on average, and its size correlated directly with reading ability.

Then came the intervention. Forty-four children with dyslexia received intensive reading instruction over eight weeks. Their reading improved by approximately one grade level. And when the researchers scanned their brains again, something remarkable had happened: the VWFA had grown. It was detectable in more children. It was larger. The neural response to written words was stronger.

“The intervention is not only improving their reading, it’s also building the brain circuit. That’s very cool.”— Dr. Jason Yeatman, Stanford University

Lindamood-Bell was honored to donate time and instructional resources to support this research.

 

What This Means for Families

For parents of children with dyslexia, this research carries a message of genuine hope—not the vague, reassuring kind, but the scientifically-grounded kind.

It means that when a child struggles to read, that struggle is real and has neurological roots. It is not a matter of effort or intelligence. The brain of a child with dyslexia is genuinely different in a specific, measurable way.

But it also means that the difference is not fixed. With the right instruction, intensive, structured, and evidence-based, that region of the brain can grow. The gap can narrow. Reading can improve. And the neurological foundation for fluent reading can be built, even if it was not there to begin with.

This is not a promise that every child’s journey will be easy or fast. The Stanford study also found that even after significant reading gains, children with dyslexia still showed some differences compared to typical readers, and many continue to face challenges. But the direction of change is undeniable. For families who have been told their child’s struggle is permanent, this research is something worth holding onto.

 

Forty Years of Evidence

The Stanford study is the most recent chapter in a body of research that Lindamood-Bell has been part of for decades. Our earlier collaboration with the University of Washington produced four peer-reviewed studies demonstrating significant neurological and behavioral gains in decoding following symbol imagery instruction—even among individuals with dyslexia.

These studies share a common finding: that the brain responds to instruction. Literacy is not simply a trait some children are born with and others are not. The sensory-cognitive process of reading can be taught, built, and strengthened at any age, with the right approach.

 

Looking Ahead

Forty years is a milestone worth honoring, not because the work is done, but because the foundation is strong.

We are in an era when brain imaging can show us what instruction does inside the skull. Now, peer-reviewed research can confirm what classroom teachers and learning specialists have known for decades. The science of reading is no longer a niche conversation but a national one.

Lindamood-Bell has been part of that conversation from the beginning. And we intend to be part of it for the next 40 years.

Thank you for being part of this journey.

 

With gratitude,

Nanci Bell

Co-Founder & CEO, Lindamood-Bell

New Stanford-Led Study Highlights Impact of Reading Intervention on Brain Development in Children with Dyslexia

* Press Releases, Dyslexia, Research, , , , , ,

 

San Luis Obispo, CA — A groundbreaking study published in Nature Communications and spearheaded by Stanford University reveals that the Lindamood-Bell reading intervention program not only improves reading skills in children with dyslexia but also strengthens the brain’s reading circuits.

 

Study Overview: Dyslexia Intervention and Brain Activity

This research, backed by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, culminates a six-year neurobiological dyslexia intervention collaboration among Stanford University, the University of Washington, and Lindamood-Bell Learning Processes. The study utilized the dyslexia intervention provided by Lindamood-Bell Learning Centers.

A randomized controlled trial followed children aged 7–13, using functional MRI to monitor brain activity up to five times over a year. Forty-four children with dyslexia engaged in an intensive reading intervention program implemented by Lindamood-Bell experts, utilizing Nanci Bell’s Seeing Stars® program. A control group, including 43 children with and without dyslexia, did not receive the intervention.

 

Key Findings: Impact on the Visual Word Form Area

Researchers focused on the Visual Word Form Area (VWFA), crucial for fluent word recognition. Dyslexia, affecting about 5–10% of people, is associated with reduced size and responsiveness in this region.

After eight weeks of intensive instruction, children with dyslexia improved their reading levels by nearly one grade level on average. The control group did not exhibit similar progress.

 

Neurobiological Changes from Reading Intervention

Brain imaging revealed substantial growth in the VWFA among children who participated in the reading intervention. Those who did not receive instruction showed no comparable changes.

“The evidence-based reading intervention program appears to build this region in the dyslexic brain,” stated lead researcher Dr. Jason Yeatman of Stanford University. “It not only enhances reading skills but also strengthens brain circuits.”

Researchers noted significant progress, yet some neural differences persisted a year later, suggesting that dyslexia involves enduring neurobiological characteristics alongside the brain’s adaptability.

The study highlights a critical insight: dyslexia is both a neurological condition and widespread, and effective, research-based reading interventions can lead to observable behavioral and neural enhancements.

 

The Role of Lindamood-Bell in Dyslexia Intervention

For Lindamood-Bell, the findings validate decades of instructional practices focused on strengthening the sensory-cognitive foundations of reading.

Effective help is available, and the right reading intervention can significantly alter outcomes.

For over 40 years, Lindamood-Bell has been committed to helping individuals reach their learning potential. Through research-based reading programs available at 46 Learning Centers and professional development for educators worldwide, Lindamood-Bell addresses the core sensory-cognitive processes essential for reading and comprehension. The organization partners on peer-reviewed research with institutions such as MIT and Stanford, continually advancing the science of learning.

Get in Touch to learn more!

Multi-Sensory Learning: A Lindamood-Bell Perspective

For Schools, Instruction, Reading, ,

Multi-Sensory Learning

 

At Lindamood-Bell, multi-sensory learning is integral to our evidence-based approach. Decades of research and practical application have enabled us to refine techniques that build essential reading, comprehension, and math skills. By engaging learners through multiple senses, we help students learn to their potential.

 

What Is Multi-Sensory Learning?

multi-sensory learning techniques

Multi-sensory learning is an instructional approach that actively engages multiple senses—visual, auditory, kinesthetic, and tactile—during the learning process to enhance understanding and retention.

At Lindamood-Bell, our approach to education incorporates multi-sensory learning strategies to provide students with a transformative educational experience. Our evidence-based methods are designed to develop essential sensory-cognitive skills, laying the foundation for lasting academic success. For example, in a reading activity, students might see a word, hear it spoken aloud, say it themselves, trace its letters with a finger, and visualize the letters in their minds. 

 

Why Multi-Sensory Learning Matterswhy multi-sensory learning matters

Lindamood-Bell’s instructional methods draw upon cognitive science to address how the brain learns to read. Reading is an integration of sensory processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension.

While phonological awareness is widely recognized as critical for reading, Lindamood-Bell also focuses on two lesser-known but equally important sensory-cognitive skills: symbol imagery (visualizing letters and words) and concept imagery (creating mental representations of language). These skills are often missing in struggling readers and are not explicitly developed in most traditional reading programs.

Traditional methods frequently isolate sensory channels, emphasizing phonics and phoneme awareness without integrating orthographic processing, fluency, or comprehension. While phonological skills are essential, they are insufficient on their own. By explicitly developing symbol imagery and concept imagery, educators can build a stronger foundation for reading, ensuring success for both emerging and struggling readers. 

 

How Lindamood-Bell Incorporates Multi-Sensory Learning

multi sensory learning instruction Lindamood-Bell

At Lindamood-Bell, our founders’ programs embody a multi-sensory approach, integrating visual, auditory, and kinesthetic activities to support students in building strong cognitive foundations for academic success. Engaging multiple senses enhances how learners process, understand, and retain information. Below are examples of how the programs we use incorporate multi-sensory techniques.

Visualizing and Verbalizing for Language Comprehension and Thinking:

The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create a mental picture from language—fostering comprehension and higher-order thinking. Multi-sensory tools, including visual aids, gestures, auditory prompts, and kinesthetic tools like colored felt squares, are utilized to strengthen reading, listening, memory, oral vocabulary, and writing skills. 

Download a chapter of the Visualizing and Verbalizing (V/V) program manual to learn more. 

 

Talkies® Program for Oral Language Comprehension & Expression

The Talkies® program—the primer to the Visualizing and Verbalizing (V/V) program—is designed for students who need simpler, smaller steps of instruction to establish the imagery-language connection.

The goal of the Talkies program is to develop the dual coding of imagery and language as a base for language comprehension and expression. The Talkies program is especially helpful for students with a limited oral vocabulary and/or limited ability to verbalize. Utilizing a structured, multi-sensory approach, the Talkies program engages auditory, visual, tactile, and kinesthetic modalities to reinforce language development. One example of this is a step in which students hold and describe a small toy, combining auditory input (listening and speaking), tactile feedback (touching the object), and kinesthetic interaction (physical handling). This integration of sensory experiences supports language processing, memory, and expression.

Explore the Talkies program—download a chapter of the Teacher’s manual. 

 

Seeing Stars® Program (Symbol Imagery for Phonological and Orthographic Processing)

The Seeing Stars® program focuses on developing symbol imagery—the ability to visualize letters and sounds—as a basis for reading and spelling. It incorporates a blend of sensory activities such as air-writing, tracing on surfaces, and using visual and tactile tools like syllable boards and colored squares. These activities reinforce letter-sound associations and build strong reading and spelling skills through auditory, visual, and kinesthetic engagement.

Download Chapters 2 and 3 of the Seeing Stars program manual to learn more.

 

LiPS® (Lindamood Phoneme Sequencing) Program

The LiPS® (Lindamood Phoneme Sequencing) Program engages visual, auditory, tactile, and kinesthetic modalities to improve phonemic awareness, an essential skill for reading and spelling. This program incorporates techniques like tactile feedback, kinesthetic awareness of mouth movements, auditory processing exercises, and visual reinforcement through charts and diagrams. These activities help learners differentiate sounds and link spoken and written language.

Discover more about the LiPS (Lindamood Phoneme Sequencing) Program. Download a chapter of the Teacher’s manual. 

 

On Cloud Nine® Math Program

The On Cloud Nine® Math Program stimulates concept imagery to support mathematical reasoning and computation. Using visual, tactile, and auditory methods, such as manipulatives and verbal explanations, On Cloud Nine builds a deeper understanding of mathematical concepts. The multi-sensory strategies used help learners of all ages or grade levels develop the foundational skills needed for success in higher math. 

Discover more about the On Cloud Nine Math Program. Download a chapter of the Teacher’s manual.

Each program’s multi-sensory approach engages students holistically, creating a flexible learning environment that addresses each student’s unique learning needs.

 

Benefits and Science of Multi-Sensory Learning for Educators

professional development in multi-sensory learning

Incorporating multi-sensory techniques in the classroom offers numerous advantages, such as enhancing student engagement and participation, supporting learners with diverse needs (including those with dyslexia or ADHD), and improving foundational skills in reading, comprehension, and math. This approach fosters an inclusive and dynamic learning environment, benefiting all students by addressing individual learning needs.

The research underscores the effectiveness of multi-sensory learning in promoting engagement and retention. By activating multiple sensory pathways—visual, auditory, and kinesthetic—this method strengthens neural connections, enhancing memory and comprehension. It’s particularly beneficial for students with learning differences, making it a powerful tool for educators to integrate into their teaching practices.

Explore results and case studies from schools that have successfully implemented Lindamood-Bell’s unique sensory-cognitive approach to see its positive impact on student achievement. 

 

Enhance Your Skills with Lindamood-Bell: Professional Development Opportunities

workshops for multi-sensory learning techniques

Lindamood-Bell is dedicated to equipping educators with the skills and strategies to incorporate multi-sensory learning into their classrooms. Our interactive, hands-on workshops provide evidence-based techniques designed to transform instruction and foster student success.

Attending one of our professional development workshops will give you actionable insights and practical methods to enhance your teaching practice. Dive into the science of multi-sensory learning, discover how to implement it effectively, and join a thriving community of educators committed to making a difference in students’ lives.

Led by program experts, Lindamood-Bell teacher workshops provide tools to improve literacy and learning outcomes for students of all abilities. These dynamic sessions empower educators to create engaging, inclusive, and impactful learning environments.

Contact us today to learn more about our professional development workshops and join a growing network of educators transforming education with Lindamood-Bell’s unique approach. Call us at 800-233-1819, or click here to schedule a brief consultation with a program expert to discuss your professional development needs.

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.