All posts by Julie Gisbon

What is the Science of Reading?

February 5, 2025For Schools, Professional Development, Readingprofessional development, reading, science of readingJulie Gisbon

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:

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.
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.
Fluency: Reading text accurately, quickly, and with proper expression, which, according to the Science of Reading, is critical for comprehension.
Vocabulary: Building a rich vocabulary to support comprehension and communication, a key element emphasized within the Science of Reading framework.
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

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” (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

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.
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.
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.
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.
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).

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.

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

February 5, 2025Dyslexia, Learning Centers, Onlinedyslexia, learning centers, online instructionJulie Gisbon

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

February 4, 2025Comprehension, Learning Centers, Readingcomprehension, instruction, readingJulie Gisbon

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:

Phoneme awareness: the ability to auditorily perceive sounds within words.
Symbol imagery: the ability to create mental imagery for sounds and letters within words.
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

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

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!

January 29, 2025Academy, SpecialsJulie Gisbon

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

January 17, 2025Helpful Tips, Learning Centers, Learning Difficultiesinstruction, learning centers, Reading Difficulties, report cardsJulie Gisbon

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

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

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

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

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

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.

A Student’s Inspiring Journey from Dyslexia to the Miss America Pageant

January 10, 2025Dyslexia, Instruction, Learning Centersdyslexia, instruction, learning centersJulie Gisbon

Miss Massachusetts 2024, Kiersten Khoury, was diagnosed with dyslexia as a child. Her journey with Lindamood-Bell began in fifth grade, where she received support as a student. Today, she uses her platform to champion literacy and inspire others on their reading journeys.

As Miss Massachusetts, Kiersten proudly represented her state at the Miss America pageant on January 5, 2025.

Watch her inspiring story.

At Lindamood-Bell, we develop the imagery-language foundation for reading, spelling, language comprehension, math, memory, and critical thinking.

Online Instruction Available Anywhere

(800) 233-1819

A Message from Our Co-Founder Regarding the Wildfires

January 9, 2025Learning CentersJulie Gisbon

The wildfires affecting Southern California have brought devastating loss and disruption to our communities. I am deeply saddened to share the heartbreaking news that our Pacific Palisades Learning Center has been lost in the fire. However, it is with immense gratitude that I can tell you all of our employees and students are safe.

Our Pasadena and Westwood Learning Centers are closed until it is safe to return as we continue to prioritize the safety of everyone involved.

We are committed to supporting our employees during this challenging time and our hearts are with everyone affected by these tragedies. Please join me in keeping our employees, students, and their families in our positive thoughts and prayers.

Nanci Bell

Lindamood-Bell Co-Founder and CEO

Emergency Relief for Students Affected by the LA Fires
The recent Los Angeles fires have disrupted the lives of many families and students. At Lindamood-Bell, we are here to support students during this challenging time, helping them maintain academic progress and stability. Families can choose to finish the school year with personalized, comprehensive academic support through Lindamood-Bell Academy, or pursue targeted, one-on-one instruction to overcome academic challenges at our Learning Centers.

Both options provide the care, support, and excellence you expect from us. Contact us today to learn more about our Emergency Relief options and how we can help your student succeed.

Miss Massachusetts 2024 Kiersten Khoury, Former Lindamood-Bell Student, Ready to Shine at Miss America 2025

January 2, 2025* Press Releases, Learning Centersdyslexia, learning centersJulie Gisbon

HINGHAM, Mass., Dec. 30, 2024 /PRNewswire/ — Former Lindamood-Bell student Kiersten Khoury, crowned Miss Massachusetts on June 22, 2024, is preparing to represent Massachusetts at the 2025 Miss America Pageant on January 5 in Orlando, Florida. An inspiring testament to perseverance and possibility, Ms. Khoury overcame her childhood struggles with dyslexia by learning to read and thrive at school.

Ms. Khoury has transformed her difficulty learning to read into passionate advocacy for literacy and education. Both on and off stage, she has shared her inspiring journey—from a student who faced challenges in every aspect of school to a seasoned pageant competitor—embodying determination, grit, and resilience. Diagnosed with dyslexia in the fifth grade, she spent a summer immersed in intensive reading instruction at Lindamood-Bell’s Hingham, Massachusetts Learning Center. After her summer at Lindamood-Bell, she entered the sixth grade reading at a tenth-grade level. “Dyslexia doesn’t just affect your English class,” Ms. Khoury says. “It affects every class you take…Every area of school I struggled in because of dyslexia.” As Miss Massachusetts, Ms. Khoury’s community service initiative focuses on redefining dyslexia by “turning challenges into superpowers.”

“Kiersten is a wonderful example of someone who has overcome learning challenges and achieved her dreams,” said Lindamood-Bell Director of Communications Erin Bell. “We are so proud of her many accomplishments and wish her the best of luck at the pageant.”

Find out more about Ms. Khoury’s pageant journey and how she overcame dyslexia on her website at http://www.missmass.org/ or on her Instagram page @kiersten.khoury.

About Lindamood-Bell Learning Processes

Lindamood-Bell believes that all children and adults can learn to read and comprehend to their potential. For nearly 40 years, their evidence-based instruction has changed the lives of individuals with learning challenges such as dyslexia, ADHD, and autism. In addition to their 50 Learning Centers, they provide professional development for educators worldwide and engage in peer-reviewed research with universities, including MIT and Stanford. Visit www.lindamoodbell.com to learn more.

Contact: Erin Bell, Director of Communication, (805) 541-3836

“Our dream came true!”

December 23, 2024Australia, Learning Camps, Learning CentersJulie Gisbon

Steven’s parents, Vanessa and Angel, learned early in the school year that it was challenging for their son to keep up in a large, accelerated kindergarten classroom. When extra tutoring and reading time at home was not helping, they turned to Lindamood-Bell to get their young son’s reading on track.

Parents get help to put their son’s reading on the right track.

It’s not too late for summer learning at Lindamood-Bell. Our instruction is personalized to meet the learning needs of each student in a short amount of time. Because it’s one-to-one, we’ll focus on your child’s specific needs for maximum growth. Learn about our summer programs here.

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Instruction Based on a Theory of Cognition

December 19, 2024For Schools, Reading, ResearchJulie Gisbon

At Lindamood-Bell, our instructional approach aligns with a specific theory of cognition known as Dual Coding Theory (DCT). In this article, we’ll explore DCT and its practical applications in teaching, showing how a cognitive approach can boost literacy and comprehension.

The Imagery-Language Connection for Literacy

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

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

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

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

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

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

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

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

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

For decoding and encoding, the brain’s imaginal sensory system (the sensory forms of information used to load memory) includes phonemes and graphemes in a multisensory fashion in the auditory and visual systems, respectively, necessary to read and spell fluently. In DCT, visual memory and auditory/articulatory memory are integrated for word reading skills.

As students learn sounds and letters and begin decoding words with phonemic awareness, DCT then accounts for recognition of familiar spelling patterns and memory associated with word recognition. This enables automaticity in decoding, which is necessary to become proficient in the reading process. As Sadoski, McTigue, and Paivio (2012) describe:

“Based on our reading experience some associations [of orthographic conventions or context] become so high in probability that they become overlearned and “automatic.”

“This is the DCT account of automaticity, the term used in the LS model to indicate the rapid association of a spelling with a pronunciation with little or no conscious attention.”

Automaticity – essential for word recognition, fluency, and comprehension – is often weak for readers who need stimulation in imagery (mental representations), enabling them to store and access words in memory.

Sensory-Cognitive Instruction for Reading and Comprehension

Reading is not just a learned skill but a cognitive act, requiring that any effective approach to reading aligns with core cognitive principles. Learning to read involves the multisensory integration of auditory (phonological), visual (orthographic), and linguistic processing, as well as cognitive functions like mental imagery, working memory, long-term memory, and metacognition.

To build skilled readers, it is crucial to understand the sensory-cognitive factors underlying essential reading skills, such as letter-sound knowledge, phonics, orthography, fluency, vocabulary, and comprehension. Phonological awareness, an important sensory-cognitive skill for reading, is widely recognized as essential. Patricia Lindamood, one of Lindamood-Bell’s founders, pioneered much of the research and development around phonemic awareness, underscoring its foundational role in reading development.

Beyond phonological awareness, Lindamood-Bell emphasizes two other sensory-cognitive processes that are often overlooked yet crucial for literacy and learning: symbol imagery and concept imagery. These processes play a fundamental role in a student’s ability to decode text and understand its meaning. For many struggling readers, these two factors are missing or underdeveloped, and most instructional methods do not focus on explicitly developing these skills. Symbol imagery aids in the visualization and recall of sounds, letters, words, and spelling patterns. In contrast, concept imagery supports comprehension by enabling students to form mental representations of oral language and text.

This emphasis on imagery is rooted in the well-established cognitive theory known as Dual Coding Theory (DCT). DCT suggests that cognitive processes involving both language and imagery significantly enhance memory, comprehension, and critical thinking. It sheds light on how mental representations, memory, and metacognition impact learning outcomes.

Today, a typical reading approach focuses heavily on phonological awareness and phonics, often with insufficient emphasis on orthographic processing, fluency, or comprehension—all of which are essential for reading automaticity and proficiency. While phonological awareness and phonics are critical foundational skills, they are not sufficient on their own. For struggling readers, it is essential to address the sensory-cognitive skills of symbol imagery and concept imagery, which amplify their potential to grasp the full range of reading components.

For emerging readers (K-2), developing these skills early lays a stronger foundation for reading success, potentially reducing the likelihood of later reading struggles. Lindamood-Bell’s comprehensive, imagery-based approach to literacy is supported by an extensive research base, offering a balanced, cognitive-based pathway to skilled, confident reading.

Sensory-cognitive instruction results in significant gains in reading, comprehension, and math, allowing students to:

Achieve rapid progress: In just weeks of instruction, many students experience measurable improvements in reading and comprehension, sometimes achieving years’ worth of progress.
Overcome learning loss and move ahead: By actively engaging both imagery and language, students can bridge gaps in learning, recover lost skills, and gain a lasting academic edge.
Build confidence and success: As students strengthen their learning ability, they gain the skills and confidence to handle new challenges.

Peer-Reviewed Research

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

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

Results

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

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

Support for Educators

Ready to teach using a sensory-cognitive approach? Lindamood-Bell offers educators professional development in evidence-based programs designed to elevate instructional practices and improve student outcomes. Our workshops, available both in person and live online, provide in-depth training to enhance instructional practices and improve student outcomes. Schools can also partner with us for inservices, job-embedded coaching, and comprehensive school partnerships.

Help for Struggling Readers

Seeing Stars (SI)