All posts by Julie Gisbon

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

Dyslexia, Instruction, Learning Centers, ,

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

Learning Centers

 

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

* Press Releases, Learning Centers,

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!”

Australia, Learning Camps, Learning Centers

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.

Call your Learning Center now to schedule:

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

Instruction Based on a Theory of Cognition

For Schools, Reading, Research

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

instruction using the theory of cognition

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

Instruction in the theory of cognition

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

peer reviewed research into sensory cognitive instruction

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

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

student results for sensory cognitive instruction

 

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

workshops in instruction using the theory of cognition

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)

Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling

Lindamood Phoneme Sequencing (LiPS)

Phonemic Awareness for Reading, Spelling, and Speech

 

Help for Poor Comprehension Skills

Visualizing and Verbalizing (VV)

Concept Imagery for Language Comprehension, Thinking, and Memory

Talkies

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

 

Contact Lindamood-Bell today. Click here to schedule a brief consultation with a program expert to discuss your intervention needs. We look forward to partnering with you to boost reading, comprehension, and math for your students!

Why is My Child Struggling with Math?

Dyscalculia, Learning Centers, Math

struggling in math

If your child struggles with math, you’re not alone. Many children find math difficult, but for some, these challenges are especially persistent and can impact their confidence and performance in school. At Lindamood-Bell, we understand that math challenges are often tied to how individuals process numbers, which requires specific cognitive skills. While each child’s struggles may be unique, here we’ll help you understand the essentials:

  • Why children may struggle with math
  • Key signs that a child might be having difficulty with math
  • Ways parents can support a child facing math challenges

Together, let’s help your child find success in math instead of frustration.

 

Building Confidence and Skills in Math

build confidence for children struggling in math

It’s common for parents and teachers to feel concerned when a student begins to fall behind in math. Whether due to learning challenges or school disruptions, math struggles can impact a child’s confidence and academic success. At Lindamood-Bell, we’re here to help students overcome these challenges, build a solid foundation in math, and grow their confidence.

Our personalized math instruction supports students of all ages, helping them catch up or get ahead. Focusing on both foundational skills and complex math concepts, our approach encourages students to visualize and verbalize the processes behind mathematical thinking, leading to deeper understanding and long-term success.

 

Identifying Math Struggles

Identify math struggles

Struggling with mathematics can indicate weak concept imagery. When individuals have difficulty visualizing numbers and abstract concepts, it can hinder their understanding of math.

Weak concept imagery can make it challenging for students to create a mental picture of numerals and math concepts. Without this ability, it can then be difficult to acquire basic computation skills and higher-level skills like word problems.

Recognizing math struggles in your child is the crucial first step toward helping them overcome these challenges. Here are some signs that may indicate your child is struggling with math:

 

Difficulty Remembering Math Facts      

Some children struggle to remember basic math facts, like addition or multiplication tables, even after repeated practice. This can make it challenging to move on to more complex topics, as foundational math facts are often necessary for problem-solving.

Struggles with Computation      

Basic calculations can be difficult for some children, and they may often make simple errors in addition, subtraction, multiplication, or division. These mistakes can make math seem more challenging and cause frustration over time.

Overwhelm with Word Problems      

Word problems often combine math with reading comprehension, requiring students to extract relevant information and decide on the correct operations to use. This can be particularly overwhelming for children who struggle to integrate these skills.

Difficulty Grasping New Concepts      

Concepts like fractions, percentages, and decimals can be hard to understand without a strong foundation in earlier math skills. For students who have gaps in their math knowledge, learning new concepts can feel like an uphill battle.

 

If you observe any of these signs in your child, it is essential to provide the necessary support and intervention to help them overcome their math struggles. At Lindamood-Bell, we offer evidence-based programs that can help your child develop the necessary skills and strategies to succeed in math. We provide individualized instruction tailored to your child’s unique needs, helping them build confidence and achieve academic success. 

 

Early Intervention for Math Struggles

help for math struggles

Early intervention is crucial when it comes to addressing math struggles. Math is a subject that builds on previous concepts, so gaps in understanding can significantly impact a child’s future learning. Some children may learn or memorize math concepts without fully understanding them, leading to difficulties applying these concepts to future studies or real-life situations.

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

Lindamood-Bell math instruction starts with a comprehensive Learning Ability Evaluation, which helps us create a customized instruction plan that addresses each child’s specific needs and builds a strong mathematical foundation. 

 

What Sets Lindamood-Bell’s Math Instruction Apart?

instruction for children struggling with math

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

Key Areas of Focus:

  • Mastering Essential Math Facts
    By developing the imagery-language foundation, we help students learn how to visualize and retain crucial math facts, ensuring they can confidently recall and apply this knowledge in various contexts.
  • Enhancing Problem-Solving Skills
    By combining concept and numerical imagery with language, our program enhances students’ ability to tackle word problems with clarity and confidence, equipping them with effective strategies for success.
  • Deepening Understanding of Math Concepts
    Our approach goes beyond mere computation, fostering a genuine understanding of the “why” behind math concepts. This deeper comprehension lays a strong groundwork for future learning and application.

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

 

Math Instruction at Lindamood-Bell

instruction for math issues

Recognizing that many children find math challenging, we offer individualized instruction plans focused on building the imagery-language foundation necessary for grasping core math concepts before applying that foundation to the curriculum. Our approach to math is based on research and extensive experience with struggling learners. By addressing the underlying causes of math difficulties, we empower students to cultivate the skills and strategies required for success.

The On Cloud Nine Math Program emphasizes cognitive processing skills. By integrating imagery and language, we help students form a clear understanding of math concepts, moving beyond rote memorization. Our program develops a “mental number line,” allowing students to visualize numbers, operations, and concepts, strengthening their problem-solving abilities.

By focusing on both comprehension and computation, we equip students with the cognitive skills necessary for math success. Our instruction is customized to meet each student’s individual learning needs, empowering them to approach math with newfound confidence.

 

From Math Struggles to Lifelong Success

success for children struggling with math

Finding support for math struggles can help build a foundation of learning for life. Many parents wonder why math is so hard for their children and how they can help. At Lindamood-Bell, we understand the challenges that students with math weaknesses face and the impact they can have on their overall academic journey.

One of our success stories is Bryson, a student who had always dreamed of becoming an engineer. However, he struggled with math and felt discouraged by his constant difficulties in the subject. His parents decided to seek support from Lindamood-Bell, and it made all the difference. With Lindamood-Bell’s help, Bryson not only achieved his goal of becoming an engineer but also developed a lifelong love for math. He now sees math as an exciting challenge rather than an insurmountable obstacle and is thriving in college.

 

 

Through our evidence-based programs and personalized instruction, Bryson developed the skills and confidence he needed to excel in math. Our expert instructors used our On Cloud Nine: Visualizing and Verbalizing for Math program to help him improve his conceptual understanding and problem-solving abilities. 

If your child is struggling with math, it’s never too early or too late to seek support. Our evidence-based approach, backed by years of research, can help your child build a strong foundation in math and set them up for long-term success in learning. 

Whether your child is just beginning to show signs of difficulty with math or has been struggling for years, Lindamood-Bell offers the support and structure needed to make meaningful progress. Contact us today to learn more about how Lindamood-Bell can make a difference in your child’s math journey. 

Get in touch or call 800-300-1818 to get started at Lindamood-Bell. 

Real Simple Magazine Spotlights Lindamood-Bell Student’s Path to Success

Instruction, Learning Centers, Online,

 

In the December 2024 issue of Real Simple, Ruth Gentry shares how adopting Sammy, a disabled rescue dog, transformed her son Roan’s life. Sammy’s resilience and Roan’s bond with him helped them navigate challenges. Roan struggled with learning and emotional issues, unable to read by age seven until he was diagnosed with dyslexia in April 2023. Ruth enrolled Roan in Lindamood-Bell online instruction, where Sammy provided steady support during his daily sessions.

Now, Roan’s confidence has grown, his behavioral issues have improved, and he reads to Sammy each night. Ruth’s story of growth and resilience is shared on TikTok and Instagram, showcasing the profound impact of Sammy’s companionship and Lindamood-Bell’s instruction.

 

Watch Roan read aloud from the Real Simple article about him and Sammy!

 

View this post on Instagram

 

A post shared by @sammys_chairot_of_fire


In a poignant moment from the article, Ruth shares a memory that captures the deep bond between Roan and Sammy:

Then one morning. Ruth came downstairs to find her boy and her dog on the couch. “Roan was literally asleep on top of Sammy,” she says. “I just broke down crying. I told myself, I can’t give up on him.” She took Sammy to the UC Davis veterinary hospital, where she learned he had a congenital anomaly affecting his kneecaps. A vet suggested a wheelchair and physical therapy. Sammy got his wheels and took off running, Ruth says. So did Roan, who was diagnosed with dyslexia at age 7 and started intensive tutoring with Sammy at his side. Now Roan and the Insta-famous Sammy (@sammys_chariot_of_fire) read together every night. (Excerpt from Real Simple, “The Lab Mix with Wheels & a Penchant for Story Time” December 2024)

 

Watch more of this family’s inspiring story!

 

Get in touch to learn more about online instruction with Lindamood-Bell. 

 

Education Personalized for Your Child:
Lindamood-Bell Academy

Academy, Specials,

Enroll now and receive 25% off a month of tuition.* 

 

At Lindamood-Bell Academy, we tailor a live-online or in-person learning program to provide a flexible and engaging option for the 2024-25 school year.

Our personalized approach to school can be ideal for many students. Our Academy is the only school that provides reading, comprehension, and skills development at the sensory-cognitive level. With your student’s improved foundation, we apply those skills to the curriculum for maximum success.

For over thirty years, we have believed passionately that all children can learn to their full potential. Our dedicated teachers genuinely engage with their students, and as a result, our students enjoy academic growth, create social connections, and develop a love of learning. 

See how Academy can be the school that helps your child learn, thrive, and experience success in both school and life.

 

We’re ready to customize a program that works best for your child and family.

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

 

*Must enroll for the remainder of the school year through May 2025. Discount will be applied to the final month of tuition. The offer expires on December 31, 2024.

Learning Success with Small Group Instruction

Learning Centers, Specials, ,

At our Learning Center, we believe every individual can learn to read and comprehend to their potential—and now, achieving learning success is more affordable than ever. With small group instruction, available exclusively during the school year, you can help your student build essential reading and comprehension skills while saving over 40% compared to one-to-one instruction.

“I love reading…well, now I do!” – A third grader after group instruction at her school

Call Us to Get Started – (800) 300-1818

 

Why Choose Small Group Instruction?

Group instruction is a proven, cost-effective option that provides Lindamood-Bell quality and results. Here’s why ours stands out:

  • Personalized Attention
    Small groups of just 2-3 students per instructor ensure your child receives focused, individualized support.
  • Flexible Scheduling
    Choose the schedule that works best for your family: two to four sessions per day, five days a week.
  • Evidence-Based Instruction
    Your student will be guided by trained Lindamood-Bell consultants and clinicians, using the evidence-based methods we use in our renowned one-to-one instruction.
  • Convenient Options
    Participate in-person at our Learning Center or live-online, so your child can learn from the comfort of home or on the go.
  • Significant Savings
    Enjoy the same high-quality instruction while saving over 40%—a smart choice for families seeking effective solutions at an affordable rate.

 

Spots Are Limited—Enroll Today!

Our small group instruction is available only during the school year, and spaces fill quickly. Don’t miss this chance to give your child the tools they need to excel.

Effective Reading Comprehension Strategies for Student Success

Comprehension, For Schools, Professional Development

 

Reading comprehension requires the ability to understand and interpret text including using key skills like memory, vocabulary, and critical thinking. Some traditional teaching methods may address these areas, however, Lindamood-Bell’s unique sensory-cognitive approach focuses on explicitly developing concept imagery—the ability to create an imaged gestalt (whole) from oral and written language. Concept imagery is the foundation for reading comprehension and critical thinking for individuals of all ages. The following sections offer practical tips for educators working with students at all levels and provide a foundation for understanding weak reading comprehension, including identifying its underlying causes. 

 

Understanding Reading Comprehension

Reading comprehension involves actively engaging with written material, making connections, and deriving meaning from the text. This skill is crucial for academic success and lifelong learning. To comprehend what we read, one must have adequate concept imagery—the ability to create an imaged whole from written language. At Lindamood-Bell, we provide evidence-based instruction that develops this imagery-language foundation. According to Nanci Bell, co-founder of Lindamood-Bell and author of the Visualizing and Verbalizing® (V/V®) program, “Clinical research and experience over the last 30 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.”

Students with weak reading comprehension may be able to decode words accurately but cannot understand what they read. This weakness also affects oral language comprehension. For example, students may struggle with following directions and have poor short-term and long-term memory skills. Unfortunately, these weaknesses can come across as a lack of effort or motivation on the part of the student and may go undiagnosed. 

Difficulty creating an imagined gestalt–weak concept imagery– causes individuals to get only “parts” of information they read or hear, not the whole. Individuals of all ages may experience the symptoms of a weakness in concept imagery. 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

The Visualizing and Verbalizing 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.

 

Eight Tips to Enhance Reading Comprehension Strategies

reading comprehension strategies for teachers

Have you helped students improve their phonemic awareness, phonics, and word recognition, only to see them struggle with reading comprehension? Many students experience reading comprehension weakness despite having adequate decoding and vocabulary skills. While educators often implement various comprehension strategies, they may sense something crucial is still missing.

Lindamood-Bell’s sensory-cognitive approach to language and literacy addresses this gap by focusing on concept imagery. This process, known as imaging a gestalt, forms the foundation for reading and oral language comprehension.

The National Reading Panel Report (2000) identifies imagery as a research-based strategy for improving comprehension. Applying concept imagery to reading comprehension helps students build mental models that support higher-order thinking skills like identifying the main idea, making inferences, drawing conclusions, predicting outcomes, and evaluating information. Effective strategies for developing these mental models include checking for vocabulary, activating background knowledge, and questioning students about what the words they read make them picture.

These eight tips will help you apply concept imagery to reading comprehension.

  1. Introduce explicit instruction to develop concept imagery.
  2. Pre-check unknown vocabulary. 
  3. Activate background knowledge. 
  4. Monitor for comprehension. 
  5. Ask students for a word summary. 
  6. Check for imagery and understanding. 
  7. Use imagery for higher-order thinking questions.  
  8. Model the thinking process.

 

Introduce Explicit Instruction to Develop Concept Imagery

Improving reading comprehension starts with explicit instruction in concept imagery—teaching students how to create mental images of the language they read. Often, we assume that students can create mental images when this is not the case.

Introduce the idea of imagery or visualization with a student-friendly term like “picture.” Describe how words on the page turn into pictures in their mind. When a student reads silently or aloud, ask them what the words make them picture. Be specific. For example, ask, “What did you picture for the skyscraper?” or “What do you picture for the people signing the Declaration of Independence?” As Nanci Bell states in the VV® program manual, for many students, explicit instruction will need to start from the one-word level, to “develop the student’s ability to create mental representations for a word, thus laying the foundation for more language: a phrase, a sentence, or a paragraph.” 

 

Pre-check Unknown Vocabulary 

Scan the text and identify key terms that may be challenging or unknown. Ask your students if they have a picture for those words. Use an age-appropriate dictionary to teach them the meanings. Help students develop a specific, concrete mental image for each word by providing them with choices, such as “Is the man’s sweater blue or brown,” or “Do you picture a young woman or an old woman?”

At Lindamood-Bell, we recognize the importance of vocabulary in reading comprehension. Our evidence-based program, Visualizing and Verbalizing, develops vocabulary and reading comprehension using concept imagery techniques.

 

Activating Prior Knowledge

Prior knowledge plays a role in reading comprehension. It refers to the information and experiences readers already possess about a topic. Activating prior knowledge helps students make connections between what is known and new information, enhancing understanding. 

Check for imagery and understanding of words or concepts that may activate prior knowledge. For example, if students are reading a story that takes place on a deserted island, you could ask your students if they have ever been to an island, do they know what to picture for an island, and how they can picture it as deserted. Again, ask questions that include choices. For example, “Do you picture the island covered in sand or rocks?” 

 

Monitoring Comprehension

Monitoring comprehension is a crucial skill for effective reading. It involves being aware of one’s understanding of the text and actively taking steps to clarify and improve comprehension. 

To help develop this skill, first have students read text aloud so you can also monitor for decoding accuracy and fluency. Prompt students to actively check they are visualizing the text as they read. If they miscall a word that affects the meaning, your first question should be, “What does that make you picture? Does that make sense?”

Readers can imagine characters, settings, and events, connecting with the text on a deeper level.

 

Ask Students for a Word Summary 

After reading the text, ask the student to give a verbal summary in their own words (a word summary). This will be your first assessment of whether they recalled the relevant details and sequence and understood the passage. Students may initially struggle with accurate word summaries, perhaps only giving a few details, but improve with practice and more attention to their imagery. As they become more skilled with verbal word summaries, extend the lesson to written word summaries.

 

Check for Imagery and Understanding 

Teach students to visualize the text and create mental images. This technique enhances reading comprehension and retention of information. Ask students questions about key information from the text. Teach students to actively check their imagery and question them for important details to make their image concrete, such as size, shape, color, movement, and background. 

 

Use Imagery for Higher-Order Thinking Questions  

Prompt students to use their imagery as a foundation for higher-order thinking skills. Higher-order thinking (HOT) questions require a more complex understanding of the text beyond basic facts and details. These include Main Idea, Inference, Conclusion, and Prediction. Prompt students to use their imagery as a foundation for higher-order thinking beginning with the main idea. For example, “Based on what you pictured, what do you think the main idea is?”

 

Model the Thinking Process

Demonstrate effective reading comprehension strategies by thinking aloud while reading. This allows learners to observe and internalize the thinking process.

Provide examples from your imagery, especially for more complex and abstract text. When possible, use new vocabulary to increase your students’ word knowledge. Start your example with the words, “I pictured. . .”

To learn more about using imagery to enhance comprehension strategies, access our Toolkit for Educators to download our guide, “8 Tips to Enhance Comprehension Strategies.”

 

Case Study: Improving Reading Comprehension for Elementary School Students 

improving reading comprehension strategies for elementary school students

Students who struggle with comprehension benefit from the Visualizing and Verbalizing (VV) for Language Comprehension and Thinking program. The program provides explicit and systematic instruction for developing concept imagery and has been shown to significantly improve reading and listening comprehension. Fort Smith Public Schools in Fort Smith, Arkansas serves a large percentage of students who are at risk of reading failure. During the 2020-21 school year, Fort Smith Public Schools implemented Lindamood-Bell instruction to address the specific needs of this student population. A group of 97 students received an average of 52 hours of Visualizing and Verbalizing instruction. Instruction was delivered by Fort Smith Public Schools’ teachers who received professional development in the programs. Student gains were measured with a battery of assessments.

comprehension instruction results for elementary school students

RESULTS: On average, Visualizing and Verbalizing students achieved statistically significant, large standard score gains in Reading Comprehension. The percentile growth shows these students moved from below the normal range into the normal range (25th-75th percentile). The results of this study illustrate that instruction in the Visualizing and Verbalizing program developed by Lindamood-Bell’s founders leads to improved comprehension, which is essential to achieving success with school curricula.

 PROFILE: Reading Comprehension

Number of Students: 97
Average Age: 12.1
Average Hours of Instruction: 52
Lindamood-Bell Programs Implemented: Visualizing and Verbalizing

Outcome Measures:
• Peabody Picture Vocabulary Test (PPVT)-4th/5th (vocabulary)
• Gray Oral Reading Tests (GORT)-4th (accuracy, fluency, comprehension)

View more results and case studies of our work with schools.

 

Educator Insights

Listen to educators from Fort Smith Public Schools share how Lindamood-Bell Professional Development has helped them make a meaningful impact on their students’ learning.

 

Support for Educators

workshops for reading comprehension strategies

Ready to go beyond the tips in this blog? Lindamood-Bell proudly offers educators professional development in our highly successful and proven programs. Our workshops, available both in person and live online, provide in-depth training to enhance instructional practices and improve student outcomes. Schools can partner with us for in-services, job-embedded coaching, and comprehensive school partnerships.

Contact Lindamood-Bell today. Call us at 800-233-1819 OR Click here to schedule a brief consultation with a program expert to discuss your intervention needs. We are excited to teach you how to improve your students’ reading comprehension and unlock their full potential!