Gestalt Imagery: A Critical Factor in Language Comprehension
Bell, N. (1991). Gestalt imagery: A critical factor in language comprehension. Annals of Dyslexia, 41(1), 246-260. doi:10.1007/BF02648089
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.
Neural Changes Following Remediation in Adult Developmental Dyslexia
Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, T. A., & Flowers, D. L. (2004). Neural changes following remediation in adult developmental dyslexia. Neuron, 44, 411-422. https://doi.org/10.1016/j.neuron.2004.10.019
Changes in Intrinsic Connectivity of the Brain’s Reading Network Following Intervention in Children With Autism (2015)
Murdaugh, D. L., Maximo, J.O., & Kana, R.K. (2015). Changes in intrinsic connectivity of the brain’s reading network following intervention in children with autism. Human Brain Mapping, 36, 2965-2979. doi:10.1002/hbm.22821
From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention
Murdaugh, D. L., Deshpande, H. D., & Kana, R. K. (2017). From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention. Neuroimage, 16, 303-312. doi:10.1002/aur.1503
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
Sadoski, M. & Willson, V. (2006). Effects of theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal, 43(1), 137-154. doi:10.3102%2F00028312043001137
Sensory-Cognitive Factors in the Controversy Over Reading Instruction
Lindamood, P. C., Bell, N., & Lindamood, P. D. (1997). Sensory-cognitive factors in the controversy over reading instruction. Journal of Developmental and Learning Disorders 1(1), 143-182. Retrieved from http://www.icdl.com/bookstore/icdl-publications/journal-of-development-and-learning
The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism
Murdaugh, D. L., Deshpande, H. D. & Kana, R. K. (2015). The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism. Autism Research, 9, 141-154. doi:10.1002/aur.1503
Verbalization and Visualization Process: Its Applicability in EFL
Fayez, O, & Hor, G. (2009). Verbalization and visualization process: Its applicability in EFL. International Journal of Humanities, 7(8), 33-42. Retrieved from http://www.ijhssnet.com/
Reading Intervention Outcomes for Adults With Disabilities in a Vocational Rehabilitation Setting: Results of a 3-Year Research and Demonstration Grant.
Vanderberg, L. E., Pierce, M. E., & Disney, L. J. (2011). Reading intervention outcomes for adults with disabilities in a vocational rehabilitation setting: Results of a three-year research and demonstration grant. Rehabilitation Counseling Bulletin, 54, 210-222. doi:10.1177/0034355211402518
Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies. Journal of Educational Psychology, 92, 772-782. https://psycnet.apa.org/doi/10.1037/0022-0663.92.4.772
