Bell, Nanci. 1991. Annals of Dyslexia 41 (1):246-260.
Numerous peer-reviewed articles based on studies examining the effectiveness of the Lindamood-Bell programs have been published in scholarly journals.
Below, you will find information on these research articles including references, abstracts, links to the articles in their entirety, and more.
Changes in Intrinsic Connectivity of the Brain’s Reading Network Following Intervention in Children With Autism
Murdaugh, D. L., J. O. Maximo, and R. K. Kana. 2015. “Changes in intrinsic connectivity of the brain’s reading network following intervention in children with autism.” Human Brain Mapping. doi: 10.1002/hbm.22821.
From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention
Murdaugh, Donna L., Jose O. Maximo, Claire E. Cordes, Sarah E. O’Kelley, and Rajesh K. Kana. 2017. “From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention.” NeuroImage: Clinical 16:303-312. doi: 10.1016/j.nicl.2017.08.012.
Lindamood, Patricia, C., Nanci Bell, and Phyllis Lindamood, D. 1997. Journal of Developmental and Learning Disorders 1 (1).
Murdaugh, D. L., H. D. Deshpande, and R. K. Kana. 2015. “The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism.” Autism Research. doi: 10.1002/aur.1503.
Fayez, Orchida, and Ghada Hor. 2009. “Verbalization and Visualization Process and Its Applicability in EFL.” International Journal of Humanities 7 (8):33-42.
Patel, Pooja, and Leslie Laud. 2009. Preventing School Failure: Alternative Education for Children and Youth 54 (1):2-11.
Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
Johnson-Glenberg, Mina C. 2000. Journal of Educational Psychology 92 (4):772-782.
4 Approaches to Comprehension Instruction for Students with Literacy Problems at the High School Level
Brennan, Stephanie, and G. L. Robinson. 1998. Australian Journal of Learning Disabilities 3 (4):12-19.