All posts by Julie Gisbon

School for Dyslexia: Empower Every Learner

Academy, Dyslexia, , ,

school for dyslexia

 

Finding the right educational environment for a child with dyslexia can significantly impact their academic and personal growth. Lindamood-Bell Academy is a school that offers a welcoming and positive atmosphere that can support the unique challenges of dyslexia. Our approach empowers students through specialized instruction, fostering confidence and improved learning ability. With our proven methods and nurturing environment, students overcome reading difficulties and excel in their educational journey. Explore how our unique school can transform your child’s learning experience.

 

Understanding Dyslexia: A Unique Learning Journey

understanding dyslexia

Children with dyslexia often struggle with reading and may find traditional classrooms challenging. Common symptoms include difficulty with phonological processing, spelling, and reading fluency. These challenges can lead to frustration and are often misunderstood as a lack of effort, making it essential for parents and educators to fully understand dyslexia.

Beyond academics, dyslexia can impact self-esteem and motivation, sometimes leaving children feeling isolated. At Lindamood-Bell Academy, we specialize in evidence-based interventions that empower children with dyslexia by developing the reading and language skills they struggle with. 

 

Why Choose a School for Dyslexia?

why choose a school for dyslexia

Opting for a school that specializes in working with students diagnosed with dyslexia can be life-changing for children with learning challenges. At Lindamood-Bell Academy, our educators are trained in evidence-based instructional programs specifically designed to help students with dyslexia. Our school offers one-to-one instruction that recognizes each student’s strengths while meaningfully addressing their challenges.

Students who struggle with sounding out words or who are slow readers may have weak symbol imagery—the ability to visualize the letters/letter combinations in words. This difficulty makes reading frustrating and limits access to classroom instruction and curriculum. Over time, students with weak reading skills tend to fall further behind in typical school settings. At Lindamood-Bell Academy, we integrate individualized school curriculum with our evidence-based instruction to address the underlying causes of reading difficulties. The Lindamood-Bell  Academy is an ideal setting for students diagnosed with dyslexia, ADHD, and other learning differences.

The development of a student’s symbol imagery skills and our nurturing learning environment make learning more engaging and effective. Students gain confidence in their new abilities, which carry over into all areas of life. Our unique instructional approach has been proven effective in developing reading and language skills—even for students with dyslexia who have struggled for years.

 

Students with a Prior Dyslexia Diagnosis Who Received Both Decoding and Comprehension Instruction

research results for dyslexia

Years: Jan. 2008 – Dec. 2023

Number of Students: 1,614

Average Age: 11.9

Average Hours of Instruction:  158.6

Lindamood-Bell Instruction Implemented: Seeing Stars and Visualizing and Verbalizing

 

Our Unique Approach to Learning

support at a school for dyslexia

At Lindamood-Bell Academy, we understand that students with dyslexia can thrive within a personalized school experience. Our instructional model begins with a comprehensive Learning Ability Evaluation to identify each student’s strengths and weaknesses. Based on the results, we create a personalized student plan that includes multisensory instruction focused on developing the sensory-cognitive processes essential for reading and comprehension.

Our learning model goes beyond simply adapting the curriculum. We aim to develop cognition—the thinking and reasoning skills that help students succeed in school and in life. Every lesson is an opportunity to engage students in deeper learning and help them apply their skills across subjects.

With our supportive, engaging environment and proven methods, students can truly thrive. Parents can feel confident knowing their child is supported by the best available instruction for students with dyslexia.

 

Our School: Success Story from a Student with Dyslexia

special instruction at our school for dyslexia

At Lindamood-Bell Academy, we believe every student with dyslexia deserves the chance to succeed. Our instructors are dedicated to helping students overcome learning barriers and build confidence.

Many parents of Lindamood-Bell Academy students say their child didn’t just grow as a reader—they gained confidence and a stronger sense of self.

 

Meet Brooklyn, a bright student whose dyslexia made traditional school a daily struggle. When a specialist recommended Lindamood-Bell Academy, it changed everything. Our personalized approach supported her learning needs and sparked her natural curiosity.

 

At Lindamood-Bell Academy, we’re committed to making a lasting difference in the lives of our students. Whether a student has been diagnosed with dyslexia, ADHD, or other learning challenges, we offer a school experience that is truly centered around their success.

Contact us to learn more or get started at our dyslexia school. By choosing Lindamood-Bell Academy, you’re investing in an educational experience that prioritizes your child’s unique learning journey, setting the foundation for lifelong success.

Essential Tips to Help Your Child Learn to Read

Learning Centers, Learning Difficulties, Reading

tips to learn to read

Reading is one of the most important skills a child will ever develop. It is the foundation for learning across every subject and opens the door to imagination, knowledge, and confidence. As a parent, you play an essential role in helping your child learn to read. With the right reading instruction, structure, encouragement, and support, you can nurture a love for reading that lasts a lifetime.

This article highlights practical ways to support your child’s reading development at home. We’ll explore the fundamentals of learning to read, share engaging activities, and discuss how to create a supportive environment. You’ll also find guidance for children who may be reluctant or struggling readers—and how Lindamood-Bell’s approach to learning can help.

 

Understanding the Basics of Reading

tutoring to learn to read

Learning to read is a big step, and it depends on several key skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension. When these skills work together, your child can grow into a confident, independent reader.

Phonemic awareness is your child’s ability to hear and identify the individual sounds in words. Phonics is the relationship of the sounds, their corresponding letters, and the sounding out of words. As some words become instantly recognizable, fluency builds, making reading smoother and more enjoyable. Vocabulary growth expands your child’s knowledge of words, and comprehension helps them understand and truly enjoy what they’re reading.

At Lindamood-Bell, we go beyond typical learning methods and develop the underlying sensory-cognitive skills needed for reading: Symbol imagery is the ability to form mental pictures of letters and words, allowing for accurate decoding and spelling. Concept imagery is the ability to create mental images of language in the mind’s eye, essential for comprehension, recall, and critical thinking. Together, these skills make reading not only possible but rewarding.

Incorporating activities that focus on these components into your child’s learning routine provides a strong foundation for their reading journey. At Lindamood-Bell, we offer personalized instruction designed to strengthen these crucial reading components, helping your child to develop the skills needed to become a proficient reader.

 

Engaging Activities to Make Learning to Read Fun

activities to help your child learn to read

Children can be more motivated to read when the process is interactive and enjoyable. Here are some strategies to make reading engaging:

Ask Open-Ended Questions

As you read together, ask questions like, “What do you think will happen next?” or “Why do you think the character made that choice?” This encourages your child to visualize the story and strengthens comprehension skills.

Offer Books That Match Their Interests

Encourage engagement by selecting books that align with your child’s interests and passions. For example, if they love animals, plan a library visit; after a trip to the zoo, explore related books. Graphic novels and comics can also build confidence and enjoyment before tackling more complex texts.

Use Listening and Storytime

Listening to stories together through audiobooks or family storytime models fluent reading and supports the development of the imagery-language foundation. Discuss the story, visualize it together, and make predictions about what happens next.

Set Achievable Goals

Setting small goals, such as reading a certain number of books or mastering sight words, gives children a sense of accomplishment. Celebrate these achievements to reinforce that reading is both enjoyable and rewarding.

 

Creating a Reading-Friendly Environment

Create a comfortable space to help your child learn to read

The right environment can make a big difference when helping your child learn to read. Create a cozy reading nook at home where distractions are minimal. Stock the space with age-appropriate books tailored to your child’s interests. Children who feel ownership over their reading choices are more motivated to engage.

Establish a daily reading routine. Quiet family reading time reinforces the idea that reading is valued and enjoyable. Parents who model reading as a leisure activity also show that reading is rewarding. This routine, combined with a supportive environment, helps children strengthen the sensory-cognitive skills they need to decode, comprehend, and enjoy reading.

 

Supporting Struggling Readers

support to help struggling readers

It can be challenging to see your child struggle with reading. Recognizing signs of reading difficulties early is crucial for providing appropriate support. Look for indicators such as frequent frustration during reading or trouble understanding what they’ve read. Key signs may include:

  1. Difficulty sounding out words


    Some children struggle to decode words accurately, even when the words are phonetically regular. They may add, omit, or substitute sounds—for example, reading “steam” as “stem” or “stream” incorrectly.

     

  2. Difficulty learning and retaining sight words


    Sight words, like “eye” or “thought,” must often be recognized instantly. Children who struggle may try to sound out every word or guess, sometimes reading “people” as “purple.”

     

  3. Slow and laborious decoding skills


    Phonics and phoneme awareness instruction are common in early education, but children who struggle may become bogged down in decoding each word, losing fluency, and failing to recognize the same word in subsequent text.

     

  4. Difficulty reading fluently in context


    Some children can decode words but have trouble reading smoothly in sentences or paragraphs. Choppy reading can interfere with comprehension and overall understanding of the text.

     

These signs often point to underlying weaknesses in symbol imagery (visualizing letters and sounds) or concept imagery (forming mental images from language). Without these sensory-cognitive skills, reading can be frustrating, and children may avoid it.

A Lindamood-Bell learning ability evaluation can identify specific areas where your child may need targeted support. Simply having a child read more will not resolve these difficulties. Structured instruction that strengthens sensory-cognitive skills is essential for building reading independence.

At Lindamood-Bell, we address the root causes of reading difficulties. Our personalized instruction builds symbol imagery, concept imagery, and other sensory-cognitive skills, enabling children to read accurately, fluently, and with comprehension. With the right support, children can transform from hesitant readers to confident, independent learners.

 

Help with Reading at Lindamood-Bell

instruction to support learning to read

At Lindamood-Bell, we are dedicated to helping children develop the confidence and skills necessary to read with ease and proficiency. Our evidence-based approach focuses on the sensory-cognitive foundations of reading, giving students the tools to decode accurately, understand what they read, and enjoy books independently.

No matter where you are, your child can access our live, one-on-one online instruction. Whether your child is just beginning to learn to read, is a reluctant reader, or is struggling with specific challenges, each program is individualized and delivered one-to-one, ensuring that students of all ages receive personalized support at their own pace. The latest peer-reviewed results show that our live-online instruction achieves the same results as our in-person instruction.

learning center results for online tutoring

Average Age:

In-Person Students: 9.7

Live-Online Students: 10.4

 

If your child struggles with reading or could benefit from additional support to strengthen their skills, Lindamood-Bell can provide the instruction and guidance to help them succeed.

Contact our learning specialists today to discover how Lindamood-Bell can make a difference in your child’s reading journey. Call 800-300-1818 or contact us online.

Is ADHD a Learning Disability?

ADHD, Learning Difficulties,

Is ADHD a Learning Disability?

 

Is ADHD a Learning Disability?

No, ADHD is not classified as a learning disability, but it may make learning more challenging.

Though ADHD is not categorized as a learning disability, research shows that 30-50% of children with ADHD also have a specific learning disability, making learning even more challenging. The interaction between these conditions can further complicate academic achievement.

ADHD Definition:

ADHD is a neurodevelopmental disorder that affects the brain’s prefrontal cortex, the area responsible for managing thoughts and behaviors.

Learning Impact of ADHD:

While ADHD doesn’t directly affect academic skills like reading, writing, or math, it can impact executive function. This means difficulties with planning, organization, and maintaining focus, which are critical for learning.
Further, under the Individuals with Disabilities Education Act (IDEA), ADHD can be considered a disability, potentially making students eligible for special education services and/or accommodations.

 

Supporting Students with ADHD: The Impact of Targeted InstructionADHD learning disability support

Many students with ADHD face unique challenges when it comes to learning. While ADHD is not classified as a learning disability, its effects on executive functioning—such as difficulties with focus, planning, and organization—can make academic achievement more difficult. This is particularly true for students who also struggle with decoding and language comprehension.

At Lindamood-Bell, we’ve seen firsthand how targeted instruction can make a significant difference for students with these dual challenges. For example, students with a prior ADHD diagnosis who experienced both decoding and language comprehension difficulties were provided with Seeing Stars® and Visualizing and Verbalizing® instruction. The results were remarkable: these students achieved substantial improvements in both decoding and comprehension. In fact, they made large (statistically significant) standard score gains on eight of nine measures.

One particularly encouraging outcome was a 27-point increase in percentile rank for Word Recognition and a 20-point increase in Written Language Comprehension, placing these students well within the normal range (25th-75th percentile). This demonstrates how the right instructional approach can help students with ADHD not only overcome their learning obstacles but thrive academically.

While ADHD itself may not affect specific academic skills, the way it interacts with other learning difficulties—like those involving decoding and comprehension—requires a comprehensive approach. With the right support, including specialized instruction and effective strategies, students with ADHD can achieve meaningful and lasting progress in their academic journeys.

 

Students with a prior ADHD diagnosis who had both decoding and language comprehension difficulties received both Seeing Stars and Visualizing and Verbalizing instruction. These students achieved significant improvements in decoding and comprehension. They made large (statistically significant) standard score changes on eight of nine measures.

Years: Jan. 2008 – Dec. 2023

Number of Students: 2,136

Average Age: 11.9

Average Hours of Instruction: 155.4

Lindamood-Bell Instruction Implemented: Seeing Stars and Visualizing and Verbalizing

 

Lindamood-Bell: Supporting Students with ADHD and Learning Challenges

Instruction for ADHD and learning disabilities

At Lindamood-Bell, we specialize in helping students overcome challenges related to ADHD and other learning difficulties. Our evidence-based programs, such as Seeing Stars for decoding and Visualizing and Verbalizing for comprehension, have been proven to significantly improve academic performance. We believe that every student, regardless of their diagnosis, can learn to their full potential with the right kind of instruction.

With nearly 40 years of experience, we’ve helped students of all ages make remarkable progress in reading, comprehension, and overall learning. Whether a student is struggling with focus, planning, or understanding complex material, our sensory-cognitive instruction is designed to target and strengthen the specific learning and literacy skills that provide the foundation for success.

If your child faces challenges related to ADHD or other learning difficulties, Lindamood-Bell offers individualized instruction to support their success. Our programs are available both in-person and online, providing families with flexibility without compromising quality. The first step is a comprehensive Learning Ability Evaluation, which identifies your child’s strengths and areas of need. Based on the results, we recommend either 1-to-1 instruction or enrollment in Lindamood-Bell Academy. This personalized approach targets the root causes of learning difficulties, helping your child thrive. Schedule a Learning Ability Evaluation today to start their journey to success.

Discover more on our website or contact us today to learn how we can help your child thrive academically. Call 800-233-1819 to get started!

Understanding the Signs of Dyslexia

Dyslexia, Reading, ,

understanding the signs of dyslexia

 

Dyslexia is a learning difficulty that primarily affects reading and spelling. While children develop at their own pace, parents may notice when their child struggles with reading, especially compared to siblings or peers. Early identification and intervention are key to overcoming these challenges. By recognizing the signs of dyslexia early, parents can seek timely support that significantly boosts a child’s reading skills and confidence.

At Lindamood-Bell, we believe all individuals, including those diagnosed with dyslexia, can be taught to read and comprehend to their full potential. Our evidence-based, individualized instruction strengthens the sensory-cognitive processes essential for reading and comprehension success.

 

 

Our process begins with a comprehensive Learning Ability Evaluation to identify underlying learning challenges and gain a clear understanding of your child’s unique needs. Based on this evaluation, we create a personalized instruction plan designed to address the root causes of your child’s learning difficulties. Take the first step toward transforming your child’s future—schedule a Learning Ability Evaluation today.

 

Roan’s Story: A Journey to Reading Success for a Student with Dyslexia

Roan’s mother, Ruth, noticed early on that Roan struggled with reading. He would come home from school feeling frustrated and upset, often in tears. Shortly after, Roan was diagnosed with dyslexia and could not read even a single word.

Ruth turned to Lindamood-Bell for support, and after participating in our intensive online instruction, Roan was reading at grade level. His remarkable transformation highlights the impact of our approach.

Watch Roan’s story:  

 

Signs of Dyslexia

While reading avoidance and frustration are common signs of dyslexia, there are specific behaviors to look out for:

1. Sounding Out Words  

Students with dyslexia often struggle to decode words. They might skip or substitute sounds, leading to inaccurate reading. For example, a child may read “steam” instead of “stream.”

2. Sight Words  

Children with dyslexia may have difficulty remembering sight words such as “eye” and “thought.”

3. Reading Fluency  

Even when they can decode words, students with dyslexia may not read fluently. Their reading may sound choppy or disjointed, which can interfere with understanding the meaning of the text.

4. Spelling  

Spelling challenges often accompany dyslexia. Even if a student can spell phonetically, they may not remember the visual patterns of words (orthography).

 

One possible cause of these difficulties with reading and spelling is weak symbol imagery—the ability to visualize letters and words. A significant number of students—even those who have well-developed phonemic awareness—have difficulty rapidly perceiving sounds in words and are slow to self-correct their reading errors. Individuals of all ages can experience the symptoms of weak symbol imagery. 

This causes weakness in:

  • Memorizing sight words
  • Sounding out words
  • Orthographic awareness
  • Phonemic awareness
  • Contextual reading fluency
  • Orthographic spelling

Our instruction features the Seeing Stars program, which develops symbol imagery for reading and spelling. Long overlooked in reading research, symbol imagery is an important function that can now be assessed and developed.

 

How Reading Intervention Changes the Brains of Children with Dyslexia

Recent research titled “Rapid and widespread white matter plasticity during an intensive reading intervention” was published in the journal Nature. The study, from the Institute for Learning and Brain Sciences, University of Washington (UW), examined growth in reading skills and white matter in school-aged, struggling readers. Diffusion MRI data collected during eight weeks of Lindamood-Bell intensive instruction indicates that there were large-scale changes in white matter along with growth in reading skills. In addition, the study identifies white matter tracts that may predict the ease with which a child learns how to read.

signs of dyslexia in the brain

 

Dr. Jason Yeatman, one of the study’s researchers, says that although dyslexia is often thought of as permanent, the findings indicate that the targeted, intensive instruction leads to “substantial” improvements in reading skills and changes in the “underlying wiring of the brain’s reading circuitry.” Read more and access the full article here.

Find more independent research studies and references here. 

Symbol imagery—the ability to visualize letters and words— can be improved through targeted instruction. Improved symbol imagery changes how students read and spell, regardless of their ages or their struggles with literacy—including students with dyslexia. 

Numerous peer-reviewed articles based on studies examining the effectiveness of Lindamood-Bell instruction with dyslexic students have been published in scholarly journals – Summary of Behavioral & Neurological Research—Dyslexia.

 

Hope for Students with Dyslexia

At Lindamood-Bell, students receive individualized instruction using one or more of our evidence-based programs. The Seeing Stars program develops skills needed for phonological processing and orthographic processing in reading and spelling. Seeing Stars instruction can address the needs of students previously diagnosed with dyslexia. From 2008 to 2023, we worked with over 3,000 students who self-reported a dyslexia diagnosis. These students experienced large (statistically significant) improvements in reading accuracy, fluency, and comprehension after receiving Seeing Stars instruction.

The following shows the reading performance, pre- and post-instruction, of all students who self-reported as having a diagnosis of dyslexia.

 

Lindamood-Bell® Learning Center Results—Students with Dyslexia

research results for students with dyslexia

Years: Jan. 2008 – Dec. 2023

Number of Students: 3,034

Average Age: 10.2

Average Hours of Instruction:  123.9

Lindamood-Bell Instruction Implemented: Seeing Stars

On average, students with a prior dyslexia diagnosis who received Seeing Stars instruction achieved significant improvements in reading. They made large (statistically significant) standard score changes on seven of eight measures. Vocabulary was not a targeted measure of instruction. The 20-point percentile increase in Word Recognition put these students well within the normal range (25th–75th percentile). The large average standard score change in Paragraph Reading Accuracy should also be noted.

Find additional Learning Center data, including growth made by students with ADHD, Specific Learning Disabilities, and Autism here.

 

Help for Dyslexia at Lindamood-Bell

instruction for students with signs of dyslexia

At Lindamood-Bell, we offer individualized, evidence-based instruction to help students with reading difficulties, including those diagnosed with dyslexia. Whether your child is newly diagnosed or has struggled for years, we believe dyslexia doesn’t have to be a lifelong challenge. For over 35 years, our sensory-cognitive approach has provided hope and lasting results, helping students overcome their reading challenges. We can help your child reach their full potential—learn more about our programs today. Call us at 800-233-1819 or request information.

Understanding Language Processing Disorders

Instruction, Learning Difficulties

Language processing disorders are communication challenges that interfere with an individual’s ability to understand and use language effectively. As part of a broader range of speech and language processing difficulties, these disorders can impact comprehension, expression, and following directions. People with language processing disorders often struggle to participate fully in conversations or to grasp written text. Recognizing the nature of these challenges is essential for improving communication skills. At Lindamood-Bell, we are committed to providing personalized support and evidence-based instruction that helps learners reach their full potential. With extensive experience working with individuals diagnosed with language processing disorders, we tailor our instruction to meet each learner’s unique needs.

 

What Is Language Processing?

Language processing is a cognitive act, referring to the brain’s ability to interpret, understand, and produce language. As renowned cognitive psychologist, Dr. Allan Paivio explained, thinking involves the activity of two distinct cognitive subsystems, a theory he termed Dual Coding Theory. Dual Coding Theory proposes that human cognition utilizes two distinct systems for processing language: a verbal system (imagery) and a nonverbal system (imagery). The interplay of verbal and nonverbal information enhances comprehension, problem-solving, critical thinking, and all learning outcomes. 

Language processing disorders disrupt these systems, resulting in challenges with understanding language, following complex instructions, and expressing thoughts clearly.

It’s important to distinguish language processing disorders from other communication challenges, such as speech articulation issues or social communication disorders. While those may involve difficulties with sound production or social interaction, language processing disorders affect a person’s ability to understand and use spoken or written language. Typical symptoms of language processing disorder include trouble with multi-step instructions, misinterpretation of verbal or written information, and difficulties with vocabulary and grammar.

A common myth is that language processing disorders result from limited language exposure, suggesting that children will simply ‘outgrow’ them. In reality, these are neurological conditions that typically require targeted intervention. Another widespread misconception is that language processing difficulties reflect low intelligence. In fact, many individuals with these challenges have average or above-average intelligence. Understanding these distinctions is essential for providing meaningful and effective support.

 

Types of Language Processing Disorders

Language processing disorders encompass a variety of challenges that can affect communication. The most prevalent types are expressive language disorder and receptive language disorder.

Expressive Language Disorder:

Expressive language disorder involves difficulty in verbal or written expression, often manifesting as limited vocabulary, sentence construction challenges, or trouble articulating thoughts. Individuals may have difficulty retrieving the right words, which can lead to frustration and negatively affect social interactions.

Receptive Language Disorder:

Receptive language disorder, by contrast, involves difficulty understanding and processing spoken language. Individuals may struggle to follow directions, comprehend questions, or interpret the meaning of conversations. These challenges can impact academic performance and social interaction, as understanding language is essential for effective communication and learning.

At Lindamood-Bell, we develop language comprehension through intensive, one-to-one instruction that builds the foundational sensory-cognitive skills vital for understanding and expression. The Visualizing and Verbalizing® program develops concept imagery—the ability to create mental representations from oral and written language—which is necessary for comprehension and critical thinking.

Central Auditory Processing Disorder (CAPD):

Additionally, central auditory processing disorder (CAPD) is closely related to language processing disorder. CAPD affects how the brain processes auditory information, making it difficult for an individual to distinguish and manipulate sounds, skills that are foundational to reading. This can lead to struggles with phonemic awareness, decoding, and fluency.

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

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

Although CAPD primarily affects sound interpretation, it can also impact language comprehension and expression. Individuals with CAPD may struggle to distinguish between similar-sounding words or follow spoken instructions, leading to difficulties in receptive and expressive language.

Understanding these types of language processing problems is essential for identifying specific needs and providing appropriate support. Lindamood-Bell offers tailored instruction to address many of these challenges.

 

Identifying Symptoms of Language Processing Disorders

Language processing disorders can manifest in various ways, affecting children and adults. Common signs include difficulty understanding spoken language, trouble following directions, and challenges with word retrieval. Children may struggle with vocabulary development and sentence construction, while adults might find it hard to participate in conversations or comprehend complex instructions.

The impact of language processing disorders on academic performance can be significant. Students often face challenges in reading comprehension, writing, and verbal communication. They may struggle to grasp text meanings or express thoughts clearly in written assignments, leading to frustration and decreased motivation in school settings.

Certain behaviors may also indicate a language processing disorder. For example, children might become frustrated or avoid talking altogether when asked to speak. Adults may shy away from situations that involve verbal communication, which can lead to social withdrawal. Recognizing these patterns early is essential for getting the proper support. Lindamood-Bell offers individualized instruction that builds language comprehension skills and improves academic performance, helping every student reach their full potential.

 

Support from Lindamood-Bell for Language Processing Disorders

Often, individuals diagnosed with language processing disorders have underlying weaknesses in concept imagery—the ability to create mental representations from oral and written language—and symbol imagery—the ability to auditorily perceive and mentally image the sounds and letters within words. At Lindamood-Bell, our personalized instruction is designed to address these underlying weaknesses directly, helping students develop the foundational skills they need to understand and express language with confidence, both in school and in life.

We use evidence-based programs that address the sensory-cognitive skills essential for reading and comprehension. Our instruction has been proven to improve outcomes for individuals with language and speech processing difficulties. Through targeted instruction and individualized support, students strengthen their ability to process language, which leads to better comprehension, communication, and overall learning success. Our instructional team delivers personalized, one-to-one support using proven strategies that empower each student to thrive.

A powerful example of this success is Andrew’s story. Andrew faced daily struggles with schoolwork and following directions related to his central auditory processing disorder. His mother turned to Lindamood-Bell for help, and everything changed. With our sensory-cognitive instruction, Andrew improved his oral and written language comprehension, using mental imagery to support understanding. Today, he’s thriving in school and beyond.

Watch Andrew’s story here: A Student with CAPD Thrives at School

If you are seeking support for a language processing disorder, we’re here to help. Contact us to learn how our individualized instruction can make a meaningful difference.
To get started, get in touch or call (800) 300-1818

School Designed for Your Child!

Academy, Specials

 

Lindamood-Bell Academy is ready to customize a program that works best for your child. We offer premium, evidence-based instruction aligned to your child’s specific needs. 

Our one-of-a-kind school provides a dynamic, positive environment with dedicated, engaging teachers for the maximum success your child deserves.

Nathan used to hate going to school. He was behind and discouraged. But after enrolling at Lindamood-Bell Academy, his mom happily reports that “He’s just about at grade level in everything now. It’s been life-altering for him!”

 

 

See other stories about real students of the Academy here. Explore our research and learning results for evidence of the success of the Lindamood-Bell programs and approach. 

 

Enroll now for the next school year and receive 20% off a month of tuition!* 

*To qualify, the student must enroll for the full school year by August 31st. The 20% discount will be applied to the final month of tuition in May 2026.

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

 

Seeing Stars® Recognized by IES What Works Clearinghouse: A Milestone for Evidence-Based Reading Instruction

For Schools, Professional Development, Reading, ,

 

The Seeing Stars®: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling program, authored by Lindamood-Bell co-founder Nanci Bell, has earned a place on the What Works Clearinghouse (WWC), a trusted resource established by the Institute of Education Sciences (IES). This recognition is a significant milestone for educators, administrators, and families seeking effective, research-supported reading interventions.

 

What Is the What Works Clearinghouse?

The What Works Clearinghouse (WWC) is an initiative of the U.S. Department of Education designed to identify evidence-based education programs and practices. It reviews rigorous research studies using transparent and standardized criteria, helping schools make data-informed decisions about instruction.

Inclusion in the What Works Clearinghouse means that a program has been evaluated for effectiveness and that its research meets high standards for quality and rigor.

 

What Is the Seeing Stars® Program?

Seeing Stars® focuses on strengthening symbol imagery— the ability to visualize sounds and letters in words as a basis for orthographic awareness, phonemic awareness, word attack, word recognition, spelling, and contextual reading fluency. The program targets students who struggle with reading fluency and spelling, including those with dyslexia or other language-based learning challenges.

Key features of Seeing Stars include:

  • Multisensory instruction (visual, auditory, kinesthetic)
  • Emphasis on symbol imagery for decoding and spelling
  • Structured, cumulative skill development
  • Intensive, individualized intervention model

 

How Does Seeing Stars® Differ From Other Reading Programs?

Seeing Stars develops symbol imagery as a foundational skill for reading. Often a critical missing piece in popular reading and dyslexia interventions, symbol imagery is explicitly and systematically developed for orthographic mapping, fast word retrieval, fluency, and global reading skills. Seeing Stars aligns with all instructional principles and components of a structured literacy approach (SLA). However, unlike many SLA interventions that focus predominantly on or overemphasize phonemic awareness, Seeing Stars systematically integrates phonological AND orthographic processing necessary for automaticity in word reading skills.

 

Why What Works Clearinghouse Recognition Matters

Being listed in the WWC validates Seeing Stars as a research-supported intervention. Educators, intervention specialists, and school leaders can now reference the program as an evidence-based option when designing literacy improvement plans or applying for federal and state funding.

According to the What Works Clearinghouse summary of research:

  • The Seeing Stars program demonstrated potentially positive effects on reading fluency and comprehension, key components of literacy success.
  • The reviewed studies met moderate to high standards of evidence, with measured gains in students’ ability to decode and read fluently.

 

Implications for Schools and Educators

Schools are increasingly required to use evidence-based interventions under policies such as the ESSA (Every Student Succeeds Act). With Seeing Stars now included on the What Works Clearinghouse, districts can:

  • Confidently adopt the program as part of Tier 2 or Tier 3 interventions in MTSS/RTI frameworks;
  • Justify funding requests for targeted literacy support; and
  • Integrate the program into special education and dyslexia services.

 

What Works Clearinghouse Endorses Seeing Stars

The inclusion of Seeing Stars on the IES What Works Clearinghouse is a testament to the program’s impact on students with reading difficulties. It bridges the gap between cognitive science and classroom practice, empowering educators with tools to help all learners become fluent, confident readers.

As schools continue to prioritize literacy, evidence-based programs like Seeing Stars will play a crucial role in building strong foundational skills—one visualized word at a time.

See more evidence of effectiveness for Seeing Stars.  

 

Another program authored by Lindamood-Bell’s founders is also included on the What Works Clearinghouse list: 

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

 

Evidence-Based Solutions for Educators at Lindamood-Bell 

Lindamood-Bell’s proven professional development equips educators with the skills they need to differentiate instruction, enhance student engagement, and support struggling readers with research-backed best practices.

Schedule a brief phone call with a program expert to learn more about Lindamood-Bell and our work with schools.    

Meet Cyrus: Summer Instruction Changed His Life!

Instruction, Learning Camps, Learning Centers

Cyrus was struggling with reading and mixing up words. He had already done many tests and programs, but according to his parents, “nothing happened.” When they brought him to Lindamood-Bell, they worried that if he didn’t catch up fast, he would always struggle. 

After summer instruction, Cyrus is reading above his grade level and is confident about school this fall!

 

Summer Learning at Lindamood-Bell

Summer is an ideal time to schedule intensive instruction and catch up or get ahead for the upcoming school year. Our instruction is tailored to the individual learning needs of each student. We can make a difference for students of all ages and abilities. 

A summer intensive, daily learning environment can be ideal for many types of students: those who are struggling, those who are not performing to their potential, and those who want to get ahead. Lindamood-Bell pioneered the concept of intensive instruction—four sessions per day, five days per week—with our evidence-based instruction.

 

Why is daily beneficial?

Nanci Bell, co-founder, explains daily intensive instruction in the following excerpt from Visualizing and Verbalizing for Language Comprehension and Thinking:

“The rate of learning gain can be improved with intensive intervention. Students with severe weakness in concept imagery may be years behind in language comprehension. For example, Johnny, a fifth-grade student with reading comprehension at the second-grade level, has a three-year gap between his grade level and his reading comprehension. Even with adequate oral vocabulary and decoding skills, Johnny didn’t gain a year in reading comprehension for each year in school… Intervention has to decrease the learning gap by increasing the rate of learning. To increase the rate of learning, you need to provide the right diagnosis and the right instruction in the right environment. The last is often intensive intervention, four hours a day, five days a week, which results in years of gain in weeks of instruction.”

 

Will intensive instruction be “too much” for my child?

Parents may worry that their child will not be able to maintain focus for a block of many hours. We get it! Even the most disciplined student would have difficulty attending to a teacher for 20 hours per week of typical reading help.

Our continued success with students, including those with a previous diagnosis of a learning difficulty and/or attention issue, is due to our unique approach. We accurately assess individual needs and provide research-validated instruction in a safe, positive, focused environment.  Lindamood-Bell sessions feature a high level of interaction, movement, games, and motivational rewards. Students work with a different instructor every hour to keep their attention rate and intensity high, and the sessions interesting. Our instructors are energetic and passionate about maximizing learning throughout every session. As a result, our students experience success quickly and soon realize they can learn given the right tools! 

 

Hear from Mary, a mom who enrolled three of her children in intensive instruction at Lindamood-Bell.

 

Check with your local Learning Center about live-online and in-person instruction. Spots are filling fast—enroll now!

Arizona Dept. of Education Selects the Seeing Stars, Visualizing and Verbalizing, and LiPS Programs as Approved Interventions for the Move On When Reading Initiative

For Schools, Professional Development

 

After a recent Arizona Department of Education review, Lindamood-Bell is honored to announce that the Seeing Stars, Visualizing and Verbalizing, and LiPS programs continue to meet all K-3 reading intervention requirements under Move On When Reading. Intervention programs selected for the initiative are recognized as meeting one of the top three evidence tiers, as defined by ESSA.

Since 1986, Lindamood-Bell has worked with schools, educators, and students to implement programs and organizational processes that develop or remediate literacy skills. We help educators provide evidence-based, sensory-cognitive instruction as a basis for developing phonemic awareness, phonics, orthographic awareness, fluency, vocabulary, and reading comprehension. 

Our partnerships with schools have succeeded in closing the achievement gap by providing explicit, cumulative, and systematic instruction in this methodology. We have substantial evidence of effectiveness with turning around low-performing schools and increasing reading proficiency with struggling readers, including students with dyslexia and in special education. 

We are proud to support school districts and educators in Arizona to increase literacy.  Below are current and recent school partnerships around The Grand Canyon State:

  • Arizona Department of Corrections
  • Arizona State University Prep Digital
  • Avondale Elementary School District
  • Chandler Unified School District #80
  • Desert Heights Charter Schools
  • Edison School of Innovation
  • Kyrene SD #28
  • Madison SD #38
  • Nogales Unified School District #1
  • Peoria Unified School District
  • Prescott Valley Charter School
  • Tucson Unified School District

 

 

Arizona Dept. of Education – Seeing Stars, Visualizing and Verbalizing, and LiPS programs selected as approved interventions for the Move on When Reading initiative.

Evidence-based programs are key to our solutions for schools.

Our approach addresses the imagery-language foundation that is a silent partner to cognition and literacy—often the missing piece in helping students close the achievement gap. 

Professional development available in the Seeing Stars, Visualizing and Verbalizing, and LiPS programs include teacher workshops, job-embedded coaching, and comprehensive school partnerships. We help schools build expertise in aligning assessments with instruction for students in all tiers of instruction. Our programs address the skills needed for students to access curriculum.

 

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 Program

Visualizing and Verbalizing (V/V)

Concept Imagery for Language Comprehension, Thinking, and Memory 

 

Explore our professional development workshops and contact us at 800-233-1819 or email pd.solutions@lindamoodbell.com to discuss how your school can get started.

View the Arizona Department of Education Guidance – Intervention Guidance < Intervention/Supplemental Reading Programs List

A Clear Window into Your Child’s Learning

Learning Centers, Specials,

 

Our success with students begins with our unique Learning Ability Evaluation. We identify strengths and weaknesses that may be affecting school performance in reading, comprehension, and math.

To get you started, we are pleased to offer our Learning Ability Evaluation at a special rate of $495 (regularly $1150).

 

Learning Ability Evaluation

  • 10+ standardized measures of reading, comprehension, and math
  • Identification of strengths and weaknesses
  • Online or in-person testing 
  • Consultation to explain findings

Learning Skills Measured

  • Sounding Out Words
  • Spelling
  • Word Reading
  • Vocabulary
  • Reading Comprehension
  • Paragraph Reading
  • Math 

Contact us to schedule or call 800-300-1818.