All posts by Julie Gisbon

Maximize Summer Learning with Proven Professional Development: Transform Student Success

For Schools, Professional Development, Reading, ,

Proven Professional Development and Student Success

Summer is the ideal time for educators to enhance students’ instructional skills and prepare for the next academic year. Schools that invest in professional development over the summer create lasting change, empowering teachers with evidence-based strategies that benefit all students.

 

Case Study in Action

Monterey Peninsula Unified School District (MPUSD) successfully launched an intensive summer program with two key goals:

  1. Deliver evidence-based, sensory-cognitive instruction to the most vulnerable students.
  2. Provide job-embedded professional development that helps teachers implement structured, engaging, and adaptable lessons.

This dual approach not only accelerated student progress over the summer but also fostered collaboration between Tiers 2 and 3, ensuring continued impact throughout the school year. 

The result? Improved literacy outcomes and a more inclusive approach to education.

 

Evidence-Based Solutions

Lindamood-Bell’s proven professional development can equip educators with the skills they need to differentiate instruction, enhance student engagement, and support struggling readers with research-backed, sensory-cognitive methods.

 

Get in touch now to reserve your summer PD spot or discuss how Lindamood-Bell can help your district create lasting change.

 

What is Aphantasia?

Comprehension, Learning Difficulties

 

Understanding Aphantasia

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

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

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

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

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

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

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

Individuals with aphantasia can benefit from explicit instruction on how to image. The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher-order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

Lindamood-Bell is contributing to the growing body of research regarding aphantasia.  

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

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

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

 

Diagnosis and Support for Aphantasia

support for aphantasia

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

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

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

 

Proven Results for Improving Comprehension  

Improving comprehension for students with aphantasia

At Lindamood-Bell, students receive individualized instruction using one or more of our founders’ evidence-based programs. The Visualizing and Verbalizing (V/V) program develops concept imagery—the ability to create an imaged gestalt from language—as a basis for comprehension and higher-order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing. Visualizing and Verbalizing® (V/V®) addresses the needs of students diagnosed with aphantasia. 

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

 

Results of Students Who Received Comprehension Instruction

 

Lindamood-Bell Instruction Implemented: Visualizing and Verbalizing

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

Year: Jan. 2008 – Dec. 2023

Number of Students: 6,462

Average Age: 12.4

Average Hours of Instruction: 103.8

 

Help for Aphantasia at Lindamood-Bell

help for aphantasia

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

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

 

Student Story: Overcoming Reading and Comprehension Difficulties 

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

 

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

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

 

References:

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

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

Stronger Math Skills—Anytime, Anywhere with Live-Online Help

Learning Centers, Math, Online, , , ,

 

Are you worried that your child is struggling in math? Many students need extra support to build confidence and stay on track. At Lindamood-Bell, we specialize in helping students catch up and excel, no matter their starting point.

 

What Sets Our Math Instruction Apart?

Our evidence-based On Cloud Nine: Visualizing and Verbalizing for Math instruction integrates concept and numerical imagery with language to enhance computation and problem-solving. This dual focus on mathematical reasoning and computation helps students build a solid foundation in math, leading to greater success in the classroom.

Key Focus Areas:

  • Mastering Math Facts: We use imagery-based learning to help students visualize and internalize essential math facts, making recall faster and easier.
  • Solving Word Problems with Confidence: Students gain the tools to break down and solve complex word problems by connecting numerical and conceptual imagery with language.
  • Building a Deep Understanding of Math Concepts: Our approach goes beyond rote learning. We help students comprehend the why behind mathematical processes, setting them up for long-term success.

 

Real Student Success Stories

We’ve seen countless students transform their math skills—and their confidence! Nikki, a mom whose son Bryson was struggling, shared their experience:

“He started getting very low scores on his math tests. After receiving instruction at Lindamood-Bell, he’s now describing himself as a good math student again. He’s back on track in math!”

Watch their story here:

 

Proven Results Backed by Research

Our programs aren’t just effective—they’re backed by peer-reviewed research demonstrating their success. See the results and explore the research behind On Cloud Nine.

 

Get Started Today!

With in-person and live-online instruction, Lindamood-Bell makes supporting your child’s learning from anywhere easy. Our flexible, interactive lessons bring expert math instruction to your home, helping your child build skills and confidence at their own pace.

Special Offer: Enroll in online math instruction now and receive 10% off!*

Call us at 800-300-1818 or click to learn more and schedule instruction.

 

*Applicable to new online instruction enrollment only. Must enroll by March 31, 2025, for at least 100 sessions (or instructional recommendation). Not valid in the UK.

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.

Your Child Can Find Success at Lindamood-Bell Academy

Academy, Podcast

 

Struggling in the third grade, Shari’s son Oliver faced daily challenges with schoolwork that dragged on for hours, often ending in tears and exhaustion. Determined to break the cycle, she sought a school to meet her child’s unique learning needs.

 

The results were life-changing. From the very start, Oliver came home excited to share what he was learning, developed a newfound love for reading, and even began volunteering to read aloud for the family—a remarkable turnaround. “It was the best decision of our life,” she shares.

 

Now thriving academically, Oliver has discovered a passion for science and dreams of a bright future. Don’t miss this inspiring story of resilience, hope, and finding the perfect educational fit.

 

Listen to Shari and Oliver’s story:

 

Our renowned sensory-cognitive instruction, individualized curriculum, and highly engaged and positive instructors provide the educational environment that will enable your child to experience success.

Enroll in Lindamood-Bell Academy by February 28 and receive 10% off your final month’s tuition.*

 

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

What is the Science of Reading?

For Schools, Professional Development, Reading, ,

What is the Science of Reading

 

The Science of Reading refers to a body of research examining how humans learn to read and the most effective instructional methods for teaching reading. The Science of Reading integrates findings from psychology, linguistics, neuroscience, cognitive science, and education to inform evidence-based practices. The Science of Reading provides a framework for teaching reading grounded in proven methodologies rather than anecdotal or observational approaches.

Key principles of the Science of Reading include:

  1. Phonemic Awareness: The understanding that words consist of individual sounds (phonemes) and learning to manipulate those sounds—an essential skill highlighted by the Science of Reading.
  2. Phonics: The relationship between letters and the sounds they represent, which is foundational in the Science of Reading and applied to reading and spelling instruction.
  3. Fluency: Reading text accurately, quickly, and with proper expression, which, according to the Science of Reading, is critical for comprehension.
  4. Vocabulary: Building a rich vocabulary to support comprehension and communication, a key element emphasized within the Science of Reading framework.
  5. Reading Comprehension: Understanding and interpreting the meaning of text, which requires a blend of background knowledge, language skills, and cognitive processes—principles central to the Science of Reading.

The Science of Reading underscores the importance of explicit, systematic instruction. This approach contrasts with less structured, whole-language methods, which focus more on exposure to text than on direct instruction. 

 

The Science of Reading and Lindamood-Bell

The Science of Reading teaching 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 Cognitive Science of Learning and Sensory-Cognitive Functions

The Science of Reading methods

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

 

The Cognitive Science of Learning

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

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

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

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

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

 

How Sensory-Cognitive Instruction Expands on the Science of Reading

  1. Comprehension: The SoR emphasizes the Simple View of Reading (Gough & Tunmer, 1986), focusing on word reading (decoding) and language skills linked to reading comprehension. However, many students struggle with separate comprehension/sensory-cognitive weaknesses despite adequate decoding and oral language skills (Duke & Cartwright, 2021). The Visualizing and Verbalizing® program addresses these weaknesses by developing processes like concept imagery, the mental representational code crucial for comprehension.
  2. Orthographic and phonological processing: The SoR, often seen as a structured literacy approach, heavily emphasizes early decoding skills but underestimates the orthographic processing (symbol imagery) necessary for automatic word recognition and fluency. For comprehensive reading skills, the Seeing Stars® program focuses on developing symbol imagery as the foundation for phonological and orthographic processing, leading to reading automaticity.
  3. Dyslexia: Many students with dyslexia struggle despite explicit instruction in phonemic awareness and phonics principles. While they may excel in sound discrimination and phonics rules, they often struggle with fluent reading, affecting comprehension. Sensory-cognitive instruction fills this gap, aiding struggling students in overcoming reading difficulties.
  4. Intensive intervention: Most intervention models are not intensive enough and include unnecessary linguistic strategies and routines, often inefficient in accelerating reading skills. Our approach prioritizes intensity and focuses on sensory-cognitive skills to address the root cause(s) of poor reading, enhancing processing rates and bridging the reading gap.
  5. Cascade for reading: 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). 

 

Conclusion

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

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

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

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

 

Resources for Educators

Science of 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

 

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.

The Latest about Roan and Sammy’s Story: People Magazine

Dyslexia, Learning Centers, Online, ,

A Determined Boy

Ruth Gentry’s son Roan, a student with dyslexia who learned to read with Lindamood-Bell’s online instruction, was driven by his determination to read to his beloved service dog, Sammy.

Now Roan and Sammy’s story is an inspiration for humans and animals alike! 

Read the latest about their story in People magazine.

 

About Instruction at Lindamood-Bell

With our personalized programs, students can make years of improvement in literacy and learning skills in a matter of weeks.  

How can your child excel this school year? Read on for typical areas of focus. 

Reading:

Strong readers recognize common words and can sound out unfamiliar words easily, making reading at grade level or above easy and smooth.

Students struggling can learn to read to their full potential this school year. We identify why reading is hard for each student individually and focus on developing the skills they need to become a better reader. Learn about our renowned approach.

Comprehension :

Do words “go in one ear and out the other” for your child? This is more common than you’d think. Weak concept imagery—the ability to image a gestalt (whole)—may be the cause. 

Weakness in concept imagery interferes with reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing. Developing concept imagery can improve comprehension. Learn more about how we develop comprehension here.

Math:

Does your child “hate” math? People who are good at math can easily visualize math concepts. The language of numbers turns into imagery, and they “see” mathematical relationships. 

We can teach your child how to think with numbers. Learn how we solve math “problems” here.

Contact us at 800-300-1818 to get started.

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.

Transfer Now to Finish the School Year Strong!

Academy, Specials

Receive 10% savings on your last month of tuition when you enroll by February 28.*

Don’t wait until next school year to make it happen. It’s time to switch to a better school environment that offers personalized support and a positive experience for your child. We offer live-online and in-person instruction.

With Lindamood-Bell Academy, your child can smoothly transition to an ideal school environment with dynamic instruction, whether live online or in person. The Academy’s rolling admissions make transferring right now easy.

Our highly personalized approach to education is unique. It combines our renowned, evidence-based instruction with a standards-aligned curriculum. Our engaged, caring staff will tailor a learning plan to your child’s specific learning needs and implement it with an eye to quality and stability. 

Discover how rewarding and beneficial Lindamood-Bell Academy can be with our virtual tour.

Get in touch with us to learn more.  

*Must enroll by 2/28/25. Must enroll through the end of the school year, May 30, 2025. Discount applied to the final month’s tuition.

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.