All posts by Julie Gisbon

5 Key Strategies for Effective Reading Intervention at Your School

August 7, 2026For Schools, Professional Development, Readingclassroom teaching, professional development, reading, Reading Improvement, reading interventionJulie Gisbon

Since 1986, Lindamood-Bell has partnered with educators and school systems to boost student achievement through professional development and evidence-based reading intervention. As an industry leader, we have helped struggling readers, including students with dyslexia, make meaningful gains in reading skills.

Over the years, our collaborations have revealed key lessons and effective strategies for launching successful literacy initiatives. These partnerships have produced significant growth in reading achievement, maintained high-quality instruction with strong program fidelity, and proven scalable and sustainable over time.

Below, we share five strategies designed to help district and school leaders implement comprehensive literacy plans, including targeted interventions for struggling readers and students with dyslexia. Each strategy includes practical tips and takeaways educators can put into practice right away.

1. Use Reading Interventions Based on the Cognitive Science of Learning

Effective reading interventions address more than just the components of reading, such as phonemic awareness, phonics, word recognition, fluency, vocabulary, and comprehension. At Lindamood-Bell, we focus on the sensory-cognitive processes that underlie reading proficiency. This imagery-language foundation integrates phonemic awareness (the ability to perceive the identity, number, and sequence of sounds within words), symbol imagery (the ability to create mental imagery for sounds and letters within words), and concept imagery (the ability to image a gestalt—whole–for oral and written language). By addressing these interconnected processes, we help students develop the fluency and comprehension needed for independent reading.

Tips and Takeaways

Make imagery an explicit part of learning by prompting students to notice and describe what they see or hear in words and text.
Use symbol imagery exercises to build phonemic awareness and orthographic mapping through sound and letter manipulation.
Reinforce vocabulary by encouraging students to create detailed mental images that support understanding and recall.
Struggling readers, students with significant literacy gaps, or those with a diagnosed learning disability such as dyslexia or CAPD may need high-dosage intervention to develop the phonemic awareness, symbol imagery, or concept imagery necessary for reading proficiency.

2. Provide Reading Intervention Training and Teacher Resources

Supporting educators is essential to successful reading intervention. Professional development helps teachers build expertise in strategies that support diverse learners. We offer live online workshops and in-service training led by experienced instructors, focusing on evidence-based approaches that educators can implement immediately.

Ongoing professional learning increases teacher confidence in tailoring instruction to individual student needs.

Tips and Takeaways

Offer a variety of professional development options, including live workshops and on-demand training, to meet teachers’ needs and schedules.
Encourage continuous learning with resources teachers can use independently to reinforce workshop content.
Promote confidence and skill growth with ongoing coaching so teachers can better support students with reading challenges.

3. Differentiate Reading Interventions to Target Specific Needs

Students bring a wide range of strengths, challenges, and learning profiles to the classroom, especially when it comes to reading. Because of this diversity, one-size-fits-all reading interventions often fall short of addressing each learner’s specific needs. To better support all students, schools should assess and prioritize which reading components require the most attention for each individual, whether that’s phonemic awareness, phonics, sight word recognition, fluency, or comprehension. Daily formative assessments allow educators to track progress closely and tailor instruction to where it’s needed most.

Instead of grouping students based on scheduling convenience, grouping them by similar skill needs can make interventions more targeted and effective. For instance, students whose primary difficulty lies in comprehension benefit from specialized strategies that go beyond decoding instruction alone. Teachers can also respond to student errors with varied questioning techniques, which foster self-monitoring, deeper reflection, and greater independence as readers.

Tips and Takeaways

Group students strategically based on their specific skill needs.
Identify comprehension weaknesses separately from decoding skills and provide focused reading intervention.
Use daily formative assessment and adjust instruction based on student responses.
Employ varied questioning techniques to meet students where they are developmentally.
Guide students in self-correcting to build independence and confidence.

4. Ensure Reading Interventions Are High-Dosage

Intensive, high-dosage reading intervention is necessary to close literacy gaps, especially for struggling readers and students with dyslexia. Instruction should be scheduled daily, with moderate needs receiving 45–60 minutes and more significant challenges receiving 90 minutes or more per session.

Repeated, focused practice in small groups or one-on-one settings helps build the cognitive pathways required for fluent, independent reading. Schools can support this by prioritizing reading intervention time, setting high expectations, and providing tutoring options during or beyond the school day.

Tips and Takeaways

Design schedules to provide frequent, focused practice on targeted skills.
Use small groups or individual instruction to increase intensity and accelerate progress.
Prioritize high-dosage tutoring, including options during summer or after school.
Train support staff to deliver consistent, effective reading intervention.

5. Develop a Shared Leadership Vision

Strong leadership at both district and school levels is foundational to the success of literacy initiatives. Engaging all stakeholders—including principals, supervisors, curriculum directors, and instructional specialists—in clear roles and expectations ensures program fidelity and continuous improvement.

Instructional leadership requires leaders to understand reading intervention content, prioritize literacy, and provide feedback that supports teacher growth. A shared vision also establishes high expectations for all students, including those with learning challenges, fostering commitment to quality instruction across the system.

Tips and Takeaways

Develop multi-year literacy plans to allow piloting, scaling, and refining reading interventions over time.
Build leadership capacity by involving key leaders in professional development and establishing clear criteria for monitoring instruction.
Promote collaboration among all stakeholders to break down silos and enhance resource use.
Encourage regular communication between general and special education staff to better serve diverse learners.

Strengthening Reading Intervention Through Professional Development

These five strategies provide an evidence-based framework for improving literacy skills among struggling readers. When implemented with fidelity and supported by strong leadership and professional development, reading interventions can be scaled sustainably to benefit all students.

At the heart of Lindamood-Bell professional development are evidence-based programs authored by our founders, including the Seeing Stars® program. Designed to develop symbol imagery, Seeing Stars addresses one of the most common challenges for struggling readers—difficulty recognizing letters and words to support accurate and fluent reading. This sensory-cognitive approach helps students improve decoding, word recognition, and fluency.

Through Lindamood-Bell Professional Development, educators learn how to implement reading interventions effectively with their students, in classrooms, small groups, or one-to-one. Lindamood-Bell offers a range of professional learning options to meet diverse school needs: live online workshops that combine research, theory, and guided practice; in-service workshops conveniently scheduled in person or live online; and job-embedded coaching, where our experienced instruction team collaborates directly with teachers to refine instruction and ensure strategies are integrated into daily teaching.

For schools and districts seeking comprehensive support, Lindamood-Bell also partners on full-school and district-level initiatives. These partnerships often begin with baseline assessments to identify student needs and set measurable goals. Throughout the partnership, Lindamood-Bell provides ongoing professional development, classroom observations, and coaching sessions to help educators maintain instructional fidelity and adapt strategies to changing student needs. Regular data reviews help leadership teams monitor student progress and make informed decisions about instruction.

By including programs authored by our founders, such as Seeing Stars, in a multi-tiered support system, schools can deliver targeted interventions for students with significant reading challenges while strengthening overall literacy instruction for all learners. The focus on sensory-cognitive processing aligns with principles from cognitive science, offering a complementary approach alongside other evidence-based reading practices.

Through these professional development opportunities— workshops, coaching, or long-term partnerships—educators gain practical tools, confidence, and expertise to help students become stronger, more independent readers. This comprehensive support builds internal capacity within schools and fosters a culture where literacy growth is sustainable and scalable. Together, we can help every student, including those with dyslexia or persistent reading difficulties, achieve their potential as readers.

To explore these ideas in greater depth, download the extended version of this article, “5 Essential Strategies for an Effective Literacy Intervention,” available as a free digital resource in our Toolkit for Educators.

To learn more about Lindamood-Bell’s impact in schools, visit Lindamood-Bell School Results. For more information or to get started, contact us or call 800-233-1819.

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

July 28, 2026* Press Releases, Learning CentersJulie Gisbon

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

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

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

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

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

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

Watch KSBY’s coverage of this milestone.

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

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

A Reading Program That Works for Struggling Readers

July 25, 2026Learning Centers, Learning Difficulties, Readingreading, reading challenges, Reading Difficulties, Reading Improvement, reading programJulie Gisbon

Reading is a foundational skill that not only shapes academic achievement but also a student’s confidence and self-esteem. At Lindamood-Bell, we believe that all individuals can learn to read and comprehend to their potential. Our instruction for struggling readers is based on programs authored by our founders. It offers a personalized, evidence-based approach that ensures every student receives the focused attention they need to succeed. By identifying and addressing the underlying causes of reading difficulties, our instruction helps build essential skills and enables students to discover the joy of learning. Learn how our approach can transform struggling readers into confident, independent learners.

Understanding Struggling Readers

Students who struggle with reading may exhibit signs such as poor phonemic awareness, difficulty decoding words, and poor fluency. These challenges often lead to frustration and reduced confidence in the classroom. Without the right support, reading difficulties can affect academic performance across all subjects and hinder a child’s willingness to engage.

Another common issue is difficulty remembering sight words or spelling words correctly. Some students may spell phonetically and sound out words accurately, yet struggle to recognize those same words moments later in connected text. This is often the result of weak symbol imagery—the ability to visualize letters and sounds within words.

Symbol imagery is critical for orthographic awareness, which is recognizing and remembering the visual patterns of words. Students with weak symbol imagery often:

Struggle to memorize sight words
Have trouble with orthographic (visual) spelling
Sound out words accurately, but fail to recognize them later
Show inconsistent fluency and slow self-correction
Experience difficulty in contextual reading

At Lindamood-Bell, we specialize in delivering individualized instruction using evidence-based reading programs for struggling readers developed by our founders. Our approach is designed to strengthen the sensory-cognitive skills that underlie reading, including symbol imagery, to support lasting success.

How Our Instruction for Struggling Readers Works

At Lindamood-Bell, we understand that struggling readers need more than extra practice. They need evidence-based instruction tailored to their unique needs. Our instruction is grounded in a deep understanding of the sensory-cognitive processes that underlie reading. Using programs developed by our founders, we provide engaging instruction that develops foundational reading skills such as phonemic awareness and symbol imagery.

Each student begins with a comprehensive learning ability evaluation to determine their strengths and specific areas for growth. Based on the results, we create an individualized learning plan that targets the skills most in need of development. This highly personalized approach ensures that students gain meaningful progress with each instructional session.

Sessions are interactive and engaging, designed to make learning both effective and enjoyable. Through one-to-one instruction, students stay motivated while building the confidence needed to take on academic challenges.

Success Stories: Transforming Struggling Readers

Over the years, we’ve helped thousands of students find success through instruction based on the reading programs developed by our founders. We’re proud to share stories from families who have seen remarkable growth in their children’s reading abilities and enthusiasm for learning.

One such student is Alyssa, who was falling behind in reading and struggling in school. After receiving personalized instruction at Lindamood-Bell, Alyssa gained the tools and confidence to thrive.

Watch Alyssa’s story:

Many parents share their stories of how Lindamood-Bell instruction has helped their children become more engaged in school, more independent, and excited about reading, often for the first time. The impact goes far beyond academics—it helps spark a lifelong love of learning.

Why Our Approach to Reading Instruction Works for Struggling Readers

At Lindamood-Bell, our instruction is guided by decades of research and real-world results. The reading programs developed by our founders target the sensory-cognitive skills most essential for learning to read. One key component of our instruction is the Seeing Stars® program, developed by Lindamood-Bell co-founder Nanci Bell.

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

Orthographic awareness
Phonemic awareness
Word attack and recognition
Spelling
Contextual reading fluency

Symbol imagery is vital to developing the automaticity and fluency that confident readers rely on. Even students with strong phonemic awareness can struggle to establish a reliable bank of sight words or read fluently in context if symbol imagery is weak. Fortunately, symbol imagery can be assessed and developed with the right instruction.

Instruction is provided one-to-one and customized to each student’s pace and learning profile. Whether in person at a Learning Center or online, students receive the same high-quality experience, making our approach effective and accessible for busy families.

Choosing Lindamood-Bell means joining a supportive, collaborative community. We work closely with families, offering regular updates, strategy sessions, and expert guidance to help support learning at home. Our team is committed to student success and to providing encouragement at every step of the journey.

Getting Started with a Reading Program for Struggling Readers

Getting started is simple: call us at 800-300-1818 or contact us online. We’ll discuss solutions for your child’s specific reading difficulties and explain how our instruction can help build the skills they need to succeed. Our learning experts are ready to help answer your questions. Get in touch today!

Next, we conduct a thorough evaluation to identify your child’s learning strengths and needs. Based on this assessment, we design a customized instruction plan that targets the areas where your child needs the most support. You’ll receive a detailed summary of our findings and recommendations for the next steps.

To support families everywhere, we offer live, one-to-one online instruction. Our virtual students make gains comparable to those attending in person, and the flexible format fits easily into busy schedules.

At Lindamood-Bell, we’re passionate about helping every student succeed. Our instruction empowers students with the skills and confidence they need to thrive in school and beyond.

Start your journey with us today and watch your child thrive!

Get in touch or contact your local learning center today!

Dyslexia Causes and Interventions | Explore the Facts and Find Support

July 23, 2026Dyslexia, Learning Difficulties, Readingcauses of dyslexia, decoding, dyslexia, Reading DifficultiesJulie Gisbon

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

What Is Dyslexia?

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

What Are the Possible Causes of Dyslexia?

The Brain’s Reading Network

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

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

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

Genetic and Hereditary Factors of Dyslexia

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

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

Environmental Influences on Dyslexia

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

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

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

Myths and Misconceptions About Dyslexia

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

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

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

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

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

How Dyslexia Is Identified

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

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

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

Support for Dyslexia at Lindamood-Bell

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

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

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

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

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

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

Students with a Prior Dyslexia Diagnosis Who Received Decoding Instruction Only

Lindamood-Bell Instruction Implemented: Seeing Stars

Years: Jan. 2008 – Dec. 2024

Number of Students: 3,605

Average Age: 10.2

Average Instruction Hours: 125.8

Take the Next Step

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

What Is ADHD and What Is Its Relationship to Learning? Insights for Parents

July 17, 2026ADHD, Learning Difficultiesadhd, learning centers, Learning DifferencesJulie Gisbon

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects both children and adults, often presenting as persistent patterns of inattention, hyperactivity, and impulsivity, all of which may impact learning. Specifically, ADHD can further complicate learning to read and comprehend. Individuals with ADHD often face challenges in maintaining focus, completing tasks, and managing impulses, impacting their academic, social, and personal lives.

But what is ADHD, exactly? Understanding this condition is key to providing effective support and tailored interventions. At Lindamood-Bell, we recognize the unique obstacles individuals with ADHD face and are committed to offering personalized interventions to enhance learning and academic development for those diagnosed with ADHD. In the following sections, we’ll explore what ADHD is, its relationship to learning, how it affects learning, available support options, and how to help improve learning outcomes for those with ADHD and other learning challenges.

Overview of ADHD

The Centers for Disease Control and Prevention (CDC) reports that attention-deficit/hyperactivity disorder (ADHD) affects approximately 11% of school-aged children in the United States, with symptoms often persisting into adulthood. The condition is diagnosed more frequently in boys than in girls, though research suggests that girls may be underdiagnosed due to differences in how symptoms present. Lindamood-Bell is dedicated to helping individuals with ADHD thrive in their educational journeys, should they also have learning challenges.

ADHD is classified into three types: Inattentive, Hyperactive-Impulsive, and Combined.

Inattentive ADHD:

The Inattentive type involves difficulties in sustaining attention and completing tasks, leading to careless mistakes.

Hyperactive-Impulsive ADHD:

The Hyperactive-Impulsive type is characterized by excessive fidgeting, restlessness, and impulsive behavior.

Combined ADHD:

The Combined type includes symptoms from both inattentive and hyperactive-impulsive categories, presenting a more complex challenge.

More About the Symptoms of ADHD

Common signs of ADHD include inattention, hyperactivity, and impulsivity. In children, this may manifest as difficulty focusing on tasks, excessive talking, or an inability to sit still. Adults may experience challenges with organization, time management, and maintaining attention in conversations or activities. These symptoms can vary in intensity and may change as a person ages.

The impact of ADHD symptoms on daily life can be profound. For children, struggles with attention and impulse control can lead to reading and academic difficulties as well as challenges in forming relationships with peers. They may struggle to complete homework or follow classroom instructions, affecting their self-esteem and motivation. For adults, the consequences may include challenges in the workplace, difficulties managing responsibilities at home, and strained relationships, leading to feelings of frustration, anxiety, and low self-worth. When coupled with reading difficulties, these issues may be further complicated.

Recognizing the signs of ADHD is the first step toward seeking appropriate support and intervention. Early identification and intervention can significantly improve symptoms and overall functioning. At Lindamood-Bell, we understand how ADHD can affect learning, making it harder for students to access their full potential. That’s why we offer differential instruction and customized interventions designed to help individuals address the causes of their difficulties.

How Does ADHD Impact Learning?

ADHD can significantly affect a student’s ability to learn by secondarily affecting their sensory-cognitive skills and challenging essential skills like focus, organization, and time management. Likewise, difficulty in learning may contribute to ADHD-type behaviors. If a deficit in reading and comprehension is diagnosed, attentional issues may be experienced. Many students with ADHD struggle to keep track of assignments, stay attentive during lessons, such as critical reading instruction, and plan effectively, making academic success more difficult.

Although ADHD is not classified as a learning disability, research shows that 30–50% of children with ADHD also have a specific learning disability, adding another layer of complexity to their educational experience. At Lindamood-Bell, we recognize that for some students, difficulties with decoding words or understanding oral and written language may additionally impact their ability to attend in the classroom. Our specialized instruction focuses on building the necessary sensory-cognitive foundational skills for reading and comprehension, enabling students to achieve success in their educational journey. Overall, we adhere to a Cognitive Science of Learning model to address the collective needs of individuals.

Qualified staff, support, and accommodations are necessary to support students with ADHD and learning issues. Tailor-made interventions, especially where language and cognitive processing issues are concerned, are also required to address these challenges. This is especially true where learning to read is necessary.

Co-Occurrence of ADHD and Other Learning Disabilities–What’s the Evidence?

Comorbidity is the simultaneous occurrence of two or more chronic issues in an individual. The co-occurrence of ADHD and multiple learning disorders presents additional challenges for children, affecting both their academic performance and overall development. The connection between ADHD and reading difficulty, especially dyslexia, is notable. In the study “Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia” by van Bergen, de Zeeuw, et al, researchers used data from over 19,000 twin children and 2,150 siblings in the Netherlands Twin Register to investigate the intertwined nature of ADHD, dyslexia, and dyscalculia. The study findings suggest that while these conditions often co-occur, the majority of affected children have only one. However, approximately 25% of children with one condition also have another. Children with ADHD were found to be 2.7 times more likely to have dyslexia. The study underscores that co-occurrence is due primarily to overlapping genetic influences, not direct causal relationships.

This finding has important implications for educational and clinical practice: treating ADHD alone where there are co-occurring learning issues is unlikely to improve academic outcomes, and addressing only learning difficulties will not necessarily alleviate ADHD symptoms, but it may if the learning difficulties are remediated. Interventions should target each condition individually while maintaining a holistic understanding of the child’s overall needs.

Lindamood-Bell has been at the forefront of addressing and treating the co-occurrences of learning difficulties associated with ADHD in the children we serve. When we have examined how students with ADHD, language or cognitive processing deficits, or both conditions, perform before instruction, students with both ADHD and dyslexia may have significant difficulty with the basic building blocks of reading, what we refer to as sensory-cognitive processing. Sounding out words and/or imaging the letter sequences of letters in words, or visualizing concepts critical for language comprehension, may present additional difficulties. The students with ADHD exhibit more difficulties understanding what they read and with vocabulary development, skills that rely heavily on attention.

These findings highlight that each child’s profile is unique. Some may benefit most from support in decoding and fluency, while others may need additional help with comprehension and vocabulary development. Tailoring instruction to meet these individual needs can help every student succeed, including students with ADHD.

Lindamood-Bell’s Experience with ADHD

Lindamood-Bell has provided diagnoses and interventions to over 28,000 students using our sensory-cognitive programs, Seeing Stars and Visualizing and Verbalizing (V/V). Of these, 7,022 students (25%) who sought our intervention services had a prior ADHD diagnosis.

Over 10,000 students received intervention for decoding-only difficulties, 23% (2,440) of whom had ADHD. Among these, 53% also had a co-occurring dyslexia diagnosis. Given that some students with learning issues were also diagnosed with ADHD, as would be expected, they received more instructional hours on average than those without. Students with both ADHD and learning issues showed significantly different pretest profiles across all reading measures, such as accuracy, fluency, phonemic awareness, symbol imagery, word recognition, word attack, comprehension, and vocabulary. Despite these baseline differences, both ADHD and non-ADHD students demonstrated statistically significant gains on all measures after the Seeing Stars intervention, with large standard score gains in 7 of 8 areas.

Over 6,600 students received intervention for comprehension-only difficulties, with 27% (1,783) diagnosed with ADHD. Again, students with ADHD averaged more instructional hours and had significantly different pretest profiles in accuracy and fluency. Nonetheless, both groups showed statistically significant growth in comprehension following the Visualizing and Verbalizing intervention.

Additionally, more than 7,700 students received intervention for both decoding and comprehension difficulties, 28% (2,136) of whom had ADHD. Among these, 36% also had a dyslexia diagnosis. Again, ADHD students required more hours on average and had significantly different pretest profiles in accuracy, fluency, phonemic awareness, symbol imagery, and word recognition. However, after combined Seeing Stars and Visualizing and Verbalizing instruction, ADHD and non-ADHD students showed statistically significant gains across all reading measures.

Support for ADHD

Helping students with ADHD succeed requires a comprehensive approach that addresses their unique learning needs. Effective remediation involves very specific diagnostic procedures and interventions along with structured environments, clear and consistent instructions, and customized multisensory learning.

Collaboration between parents, teachers, and educational professionals is key to creating a strong support system. Parents advocate for their child’s needs, sharing Lindamood-Bell insights on effective home strategies, while we implement individualized learning plans that can address challenges and leverage strengths while working towards remediation. This teamwork ensures that students with ADHD receive the targeted support they need.

Our evidence-based transformative approach begins with a comprehensive Learning Ability Evaluation, which identifies underlying learning issues and clearly explains how to best support each student. Based on these insights, we design personalized instruction plans that target the root causes of learning difficulties, helping students build essential skills and confidence.

Discover how Lindamood-Bell can make a lifelong difference in your child’s education. Schedule a Learning Ability Evaluation today. Learn more and schedule an evaluation.

Improve Learning at Lindamood-Bell

Research shows that our instruction significantly improves academic outcomes for students with ADHD. By targeting the sensory-cognitive skills essential for reading and comprehension, we help students learn to their potential.

One powerful success story comes from Lindsay, a speech-language pathologist and mother, who watched her son Cameron struggle with literacy and attention issues. From the moment he started school, Cameron felt overwhelmed, and as he fell further behind, subjects he once loved—like science—were replaced with extra work that felt like punishment. Determined to find a solution, Lindsay turned to Lindamood-Bell. In this inspiring video, she shares how our instruction transformed Cameron’s learning ability, self-esteem, and overall happiness, positively impacting their entire family.

Watch Cameron’s Story:

If you’re seeking effective, research-based solutions for a student with ADHD, Lindamood-Bell is here to help. Our programs create lasting change, equipping students with the tools they need to succeed.

Get started today and discover how we can make a difference in your child’s learning journey.

What Is Phoneme Awareness? A Guide for Parents and Educators

July 3, 2026Learning Difficulties, Readingphonemic awareness, Reading Difficulties, Reading ImprovementJulie Gisbon

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

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

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

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

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

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

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

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

What Is Phoneme Awareness?

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

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

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

Why Phoneme Awareness Matters

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

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

Weak phoneme awareness can contribute to difficulties with:

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

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

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

Developing the Sensory-Cognitive Functions for Reading

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

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

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

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

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

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

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

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

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

Signs a Student May Need Support

Students with weaknesses in phoneme awareness may:

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

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

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

Lindamood-Bell Instruction

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

Lindamood-Bell is different.

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

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

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

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

Training for Educators

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

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

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

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

Frequently Asked Questions

What is the difference between phoneme awareness and phonics?

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

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

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

Does phoneme awareness affect reading comprehension?

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

How does Lindamood-Bell help with reading?

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

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

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

Support for Dyslexia and Other Reading Disorders

May 29, 2026Dyslexia, Learning Difficulties, Readingdyslexia, reading, Reading Difficulties, reading helpJulie Gisbon

Understanding the Signs of Reading Disorders and Finding Effective Help

If your child is struggling with reading, you’re not alone, and early support can make all the difference. It’s common for parents to wonder whether their child is just taking longer to catch on, or if something deeper, like dyslexia or another reading disorder, might be at play. At Lindamood-Bell, we specialize in identifying and addressing the root causes of reading difficulties. Our evidence-based instruction helps individuals of all ages and skill levels build the essential foundation for reading success and lasting confidence.

What Is Dyslexia?

Dyslexia is a language-based learning difficulty that affects how the brain processes written and spoken words. Children with dyslexia may have trouble sounding out words, recognizing familiar words automatically, or spelling accurately. These challenges can make reading feel slow, effortful, and frustrating, especially when they impact fluency and comprehension. Importantly, dyslexia is not a reflection of a child’s intelligence or effort. With the right support and targeted instruction, students with dyslexia can become confident, capable readers and spellers.

Signs of Dyslexia

Some of the most common signs that may indicate dyslexia include:

Difficulty with Sounding Out Words and Recognizing Sight Words

Students with dyslexia often have trouble breaking words into individual sounds (phonemes). They might misread words by skipping or substituting letters, for example, reading “steam” instead of “stream.”
They may also struggle to recognize sight words like “eye” or “thought,” which must be memorized and don’t follow typical phonetic rules.

Struggles with Reading Fluency

A student might be able to sound out words correctly but still read slowly or with frequent stops. When reading doesn’t flow smoothly, it becomes harder to understand the overall meaning of a sentence or story.

Ongoing Spelling Challenges

Spelling can be a lasting struggle for children with reading difficulties. They might spell words the way they sound but have trouble remembering the correct spelling, especially for words that don’t follow typical rules.

If these signs sound familiar, it may be time to take a closer look. The sooner you identify the issue and get the right support, the sooner your child can start gaining confidence and skills that will last a lifetime. Explore results from students diagnosed with dyslexia who received Seeing Stars® instruction at our Learning Centers.

Understanding Other Reading Disorders

While dyslexia is one of the most widely recognized reading disorders, it’s not the only one. Other challenges can affect a child’s ability to read effectively, and Lindamood-Bell programs are designed to support a range of learning needs.

Reading Comprehension Difficulties

Some children can read words accurately but still have difficulty understanding what they’ve read. This challenge often stems from weak concept imagery—the ability to create mental pictures from language. Without this imagery, it’s difficult to follow the meaning of sentences, grasp main ideas, and retain important details.

The Visualizing and Verbalizing® program develops this essential skill, helping students build the mental imagery needed for strong comprehension. As concept imagery improves, students can better understand and remember what they read or hear, make inferences, and think critically.

Want to see what’s possible? Explore results from students who received Visualizing and Verbalizing instruction at our Learning Centers.

Central Auditory Processing Disorder (CAPD)

CAPD affects how the brain processes auditory information, making it difficult for a child to distinguish and manipulate sounds, skills that are foundational to reading. This can lead to struggles with phonemic awareness, decoding, and fluency.

At Lindamood-Bell, we address reading challenges like these through intensive, one-to-one instruction that develops the sensory-cognitive skills essential for reading success. The Seeing Stars® program helps students with CAPD strengthen their ability to perceive sounds, decode words, and become more accurate and fluent readers.

Many students diagnosed with CAPD have made significant gains through our approach—see their progress here.

Dysgraphia

Dysgraphia is a learning challenge that primarily affects writing, but it often overlaps with reading difficulties. Children with dysgraphia may have trouble with spelling, organizing their thoughts on paper, using proper grammar or punctuation, or maintaining legible handwriting. These difficulties can make written expression frustrating and time-consuming, and they may affect performance across multiple subjects.

At Lindamood-Bell, we address these interconnected challenges with a comprehensive approach. Our reading instruction—using the Seeing Stars® program for decoding and spelling and the Visualizing and Verbalizing® program for comprehension—helps strengthen the underlying sensory-cognitive skills that are essential for reading and writing success. For example, students who struggle with organizing their thoughts in writing often benefit from Visualizing and Verbalizing, which develops concept imagery and helps them clarify and sequence ideas more effectively.

In addition, our Academic Prep program offers targeted support for students looking to improve higher-level skills such as writing, organization, study skills, and test preparation strategies. With one-to-one instruction and customized goals, students build confidence in their writing and executive functioning abilities, gaining tools they can use in school and beyond.

No matter what type of reading or learning difficulty your child is facing—whether it’s dyslexia, a reading comprehension challenge, CAPD, dysgraphia, or another reading disorder—Lindamood-Bell is here to help. Our evidence-based, individualized instruction targets the root causes of reading struggles, helping students gain the skills they need to succeed. With the right support, every child can become a confident, independent learner. If you’ve noticed signs of a reading disorder, don’t wait. Early action can make all the difference. Contact us to learn how we can support your child’s learning journey.

What Makes Lindamood-Bell Different in Supporting Dyslexia and Other Reading Disorders

At Lindamood-Bell, we go beyond traditional tutoring to provide evidence-based, individualized instruction that addresses the root causes of reading difficulties. Our founders’ programs are backed by decades of research, clinical experience, and proven results with students of all ages and ability levels.

Reading is a complex process that depends on the integration of multiple skills—word decoding, sight word recognition, fluency, vocabulary, and comprehension. Rather than relying solely on repetition or strategies, our approach develops the underlying sensory-cognitive functions necessary for lasting growth in reading and understanding. These include:

Phoneme awareness: the ability to auditorily perceive sounds within words
Symbol imagery: the ability to create mental imagery for letters and sounds in words
Concept imagery: the ability to create mental representations for the whole; it is dynamic imagery of actions, scenes, movement, and more.

At our Learning Centers, we provide Seeing Stars® and Visualizing and Verbalizing® instruction in a one-to-one environment that’s personalized, encouraging, and designed to meet each learner’s unique needs. Whether a student struggles with reading accuracy, fluency, comprehension, or all three, no matter the degree of difficulty, our intensive instruction is designed to create significant, lasting change.

We also believe that learning should be exciting and rewarding. That’s why we build motivation into every part of the Learning Center experience. From Wacky Wednesdays, where students get silly and creative, to Magical Learning Moments that celebrate breakthroughs with joy, we make sure each day feels special. Our “Hooray for You” celebrations recognize personal achievements and help students feel proud of their progress.

We take pride in offering:

Personalized learning plans based on a thorough Learning Ability Evaluation
Ongoing, real-time progress monitoring to ensure steady, measurable growth
A strong focus on motivation and confidence-building, with caring instructors who create a safe, supportive space for learning
Regular communication with families, including updates, milestone celebrations, and collaborative planning

Motivation is key to success, and we keep students engaged with fun games, activities, and reward systems. These tools not only boost enjoyment but also inspire students to stay focused and reach their goals.

Most importantly, we get results. Many students make years of progress in just weeks of daily instruction. Our instruction helps students not only overcome their learning challenges but also gain the tools and confidence to thrive academically and beyond.

Support for Dyslexia and Other Reading Disorders at Lindamood-Bell

At Lindamood-Bell, we understand how dyslexia and other reading disorders can impact a student’s academic experience and self-confidence. That’s why our instruction goes beyond tutoring—we use evidence-based programs to develop the foundational skills needed for fluent reading and strong comprehension.

Our students’ success stories speak volumes. With the right support, they not only make measurable gains in reading but also discover newfound confidence and a love of learning.

If your child is struggling with dyslexia or another reading disorder, we’re here to help. Our team is ready to create a personalized learning plan that meets your child’s unique needs and unlocks their true potential.

Get in touch or call 800-233-1819 to learn more.

What to Consider in an Online School

May 23, 2026Academy, Onlineacademy, online school, school supportJulie Gisbon

Choosing the right online school for your child is a critical decision that can shape their entire educational experience. With the growing popularity of digital learning, parents and students have many options to consider. It’s essential to evaluate key factors such as curriculum, teaching methods, and flexibility, all of which play a significant role in a successful online education. Additionally, fostering social interaction and community engagement is crucial for creating a well-rounded learning environment. This guide will explore these important considerations and highlight how Lindamood-Bell Academy supports students in making the most of their online schooling experience.

Lindamood-Bell Academy | In Person and Online School

Lindamood-Bell Academy is a unique in-person or online accredited California private school where we develop sensory-cognitive processing as a foundation for all learning. Unlike any other school, our primary goal is to develop cognition. We see each question we ask, each interaction with students, as an opportunity to develop their cognition. We teach students to think and reason and apply their sensory-cognitive processing to all content, to all curriculum, to all of life.

Understanding Online Learning

Online learning leverages the Internet and digital platforms to facilitate schooling outside of a traditional classroom setting. This flexible mode of education offers numerous benefits, including the ability for students to learn at their own pace, access a wealth of resources, and engage with instructors and peers from various geographical locations. These advantages contribute to a more personalized learning experience, providing students with an education tailored to their individual needs.

There are primarily two formats of online education: synchronous and asynchronous. Lindamood-Bell Academy provides synchronous online learning where instruction occurs in real time, and students and instructors interact simultaneously in live classes. This format fosters immediate feedback and collaboration but requires students to be online at specific times. On the other hand, asynchronous learning allows students to access course materials, lectures, and assignments on their own schedule, providing greater flexibility but less direct interaction with instructors.

One of the key strengths of online learning is its ability to accommodate diverse learning needs. By incorporating varied instruction and resources, online education ensures that each student can engage with the material in a way that is effective for them, thereby enhancing their overall learning experience.

Assessing Curriculum and Instruction

When considering an online school, it’s essential to assess the curriculum and instruction to ensure a supportive learning environment. A robust online curriculum should encompass a variety of key components, including clear learning objectives, comprehensive resources, and engaging materials that foster student interaction. This ensures that learners remain motivated and can grasp concepts effectively.

Equally important are the instructional methods employed by the school. A personalized learning plan tailored to each student’s unique needs can significantly enhance the educational experience. Such plans consider individual strengths, weaknesses, and learning needs, allowing educators to provide targeted support and adjustments as needed. This personalized approach not only promotes academic success but also builds confidence and independent learning.

Furthermore, the availability of tailored learning programs is crucial for addressing diverse educational needs. A good online school should offer flexible options if a student requires additional help in specific subjects or seeks enrichment opportunities. This ensures that every learner can thrive in a digital learning environment regardless of background or abilities. At Lindamood-Bell, we understand the importance of these elements and strive to provide exceptional educational experiences that cater to the needs of every student.

Evaluating the Flexibility and Accessibility of an Online School

One important factor when considering an online school is flexibility. Flexible scheduling is essential for students and families, allowing them to tailor their education around their unique lifestyles and commitments. This adaptability can significantly reduce stress for both students and parents, enabling them to balance academic responsibilities with extracurricular activities, family time, and other obligations.

Moreover, accessibility to quality education is a vital consideration. An online school should provide robust support systems that ensure students can access learning resources, instruction, and school assistance regardless of their geographical location. This is particularly beneficial for families who may live in remote areas or have limited access to traditional educational institutions. Online platforms can bridge this gap, offering a wealth of resources and support at the click of a button.

Evaluating the support systems in place is crucial for students with special needs or learning challenges. An effective online school should have tailored programs and expert educators who understand diverse learning needs. Programs that specifically address learning challenges can provide the necessary tools and strategies to help these students thrive. By ensuring that an online school is flexible and accessible, families can make informed decisions that best support their child’s educational journey.

Social Interaction, Community Engagement, and Fitness for Online Students

One primary consideration when choosing an online school is the level of social interaction and community engagement available. While online learning offers flexibility, it’s also essential for students to have opportunities for socialization, peer connection, and physical activity. At Lindamood-Bell Academy, we believe that academic success and well-being go hand in hand, which is why we include both social engagement and fitness as key elements of the learning experience.

We incorporate collaborative projects, discussion forums, and group activities to help students build relationships and stay connected. Our virtual assemblies, student celebrations, and community projects foster a sense of belonging while encouraging active participation and the development of interpersonal skills.

In addition to these opportunities, we’ve partnered with movement expert Dr. Ronda Beaman to introduce Fit2Learn, a fitness program that supports students’ physical health while reinforcing their learning. By integrating fun, energizing fitness classes with academic lessons, we ensure students stay motivated, engaged, and connected—both physically and socially.

At Lindamood-Bell Academy, we’re committed to creating a robust support network for students and their families. We provide both the academic tools and community connections needed to thrive in an online learning environment.

Making the Transition to Online School: Tips for Success

Transitioning to online school can be exciting and challenging for students and parents. To ensure a smooth transition, it’s important to create a dedicated learning space. Set up a specific area in your home that is free from distractions and stocked with the necessary supplies—this simple step can significantly boost focus and productivity.

In addition to a productive workspace, maintaining motivation and self-discipline is key. Establishing a consistent daily routine will help mirror the structure of a traditional school day. Encourage your child to set clear, achievable goals for each study session and include regular breaks to avoid burnout. Using tools like timers can also be a helpful way to manage time effectively and keep students engaged.

Lindamood-Bell Academy offers personalized online learning solutions to guide your child through this new experience. Our educators tailor their approach to meet your child’s unique needs, ensuring they remain on track and motivated. Plus, we don’t waste valuable time by prepping for standardized testing. By choosing Lindamood-Bell Academy, you’re taking a proactive step toward supporting your child’s academic success in the online environment.

Online School Support at Lindamood-Bell Academy

At Lindamood-Bell Academy, we understand that choosing an online school is a significant decision that requires thoughtful consideration. Our academy stands out for its personalized, interactive, and flexible learning environment, carefully designed to meet the unique needs of each student. We believe that every learner has the potential to succeed, and we are committed to providing the support necessary to help them reach their goals.

What truly sets us apart from other schools is our focus on developing sensory-cognitive processing as the foundation for all learning. Our primary goal is to develop cognition and strengthen literacy, math, and critical thinking skills. Our approach aligns with Dr. Allan Paivio’s general theory of cognition. Dual-coding theory proposes that human cognition utilizes two distinct systems for processing information: verbal (language) and nonverbal (imagery). The interplay of verbal and nonverbal (imagery) information enhances comprehension, problem-solving, critical thinking, and all learning outcomes. By teaching students to think, reason, and apply sensory-cognitive processing across all content areas, we ensure that learning becomes meaningful and applicable to all aspects of life.

The curriculum at Lindamood-Bell Academy specifically blends engaging content with evidence-based instruction. This approach ensures that students, including those facing learning challenges, receive the tailored support they need. Our experienced educators use proven strategies to create lessons that resonate with each student, helping them better understand the material. Whether in a traditional or online environment, students at Lindamood-Bell Academy thrive because we prioritize their cognitive development and provide a supportive learning experience.

Choosing the right online school is crucial, and at Lindamood-Bell Academy, we offer the resources and encouragement necessary for every student to succeed. Get to know more about Lindamood-Bell Academy by watching our video:

Ready to start your child’s learning journey?

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

May 14, 2026For Schools, Professional Development, Readingprofessional development, reading, science of learning, science of readingJulie Gisbon

The Science of Reading and Lindamood-Bell

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

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

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

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

The Cognitive Science of Learning

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

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

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

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

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

How Sensory-Cognitive Instruction Expands on the Science of Reading

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

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

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

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

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

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

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

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

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

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

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

Resources for Educators

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

Reading and Spelling Programs

Seeing Stars

Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling

Lindamood Phoneme Sequencing (LiPS)

Phonemic Awareness for Reading, Spelling, and Speech

Comprehension Programs

Visualizing and Verbalizing (VV)

Concept Imagery for Language Comprehension, Thinking, and Memory

Talkies

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

A Teacher’s Perspective

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

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

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Summer Instruction to Help Your Child Reach Their Amazing Potential!

May 13, 2026Instruction, Learning CentersJulie Gisbon

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

Watch their story:

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

Save 10% on summer instruction when you enroll now.

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

Balance Learning and Fun This Summer

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

Proven effective for students with learning challenges

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

Engaging Instruction

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

Spots are filling fast.

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

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

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