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Direct Research

 
 

These peer-reviewed articles examine the effectiveness of Lindamood-Bell instruction and are published in scientific journals. In each collaborative research study, Lindamood-Bell has had direct control over the delivery of its interventions.

Below, you will find information on these research articles including references, abstracts, links to the articles in their entirety, and more.

Please email support.rd@lindamoodbell.com for assistance accessing any of the research on our website. The R&D Department also welcomes any further questions or comments.

Research Abstracts and Articles

Over the past thirty-five years, Lindamood-Bell Learning Processes® and our research collaborators have amassed a large body of evidence indicating that all individuals can learn to their potential. In this research summary, you will find peer-reviewed, independent, and collaborative research conducted by the founders of Lindamood-Bell and various universities. These studies have significantly advanced the…

Small or absent Visual Word Form Area is a trait of dyslexia

Conducted in collaboration with LBLP, this study from Stanford University investigated how the brains of dyslexic learners adapt to reading interventions over time. The study focuses on whether differences in the visual word form area (VWFA)—a crucial region in the left ventral occipitotemporal cortex (VOTC) responsible for recognizing written words—are a stable trait of dyslexia…

Learning difficulties: Symptoms, causes, and solutions

From the Proceedings of the Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Education Needs Conference in Portugal, Lindamood-Bell Learning Processes (LBLP) presented a meta-analysis based on clinical literacy research from its Learning Centers across the United States. The second study was for a School Turnaround reform study in Colorado’s high-poverty, high-minority…

White Matter Microstructural Plasticity Associated with Educational Intervention in Reading Disability

Steven L. Meisler, John D. E. Gabrieli, Joanna A. Christodoulou; White matter microstructural plasticity associated with educational intervention in reading disability. Imaging Neuroscience 2024; 2 1–18. doi: https://doi.org/10.1162/imag_a_00108   This study investigates the relationship between reading outcomes and white matter connections that facilitate communication between brain regions critical for proficient reading. Researchers collected reading scores…

Reading comprehension improvement in autism

Beckerson M, Paisley C, Murdaugh D, Holm H, Lemelman A, Spencer A, O’Kelley S and Kana R (2024) Reading comprehension improvement in autism. Front. Psychiatry 15:1292018. doi: 10.3389/fpsyt.2024.1292018  A subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the discrepant poor comprehender reading profile). Prior research suggests the Visualizing and Verbalizing…

Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58.  Sixty children with severe reading disabilities were randomly assigned to two instructional…

Issues in Phonological Awareness Assessment

Lindamood, P. C., Bell, N., & Lindamood, P. (1992). Issues in phonological awareness assessment. Annals of Dyslexia 42, 242-259. https://doi.org/10.1007/BF02654948 Awareness of the internal phonological structure of words is a causal factor in success with the alphabetic principle in word recognition. However, findings with the Lindamood Auditory Conceptualization (LAC) Test reveal 25-30% of the population…

The role of brain activity in characterizing successful reading intervention in children with dyslexia

Krafnick, A. J., Napoliello, E. M., Flowers, D. L., & Eden, G. F. (2022) Frontiers in Neuroscience, 16. doi=10.3389/fnins.2022.898661  Studies of reading intervention in dyslexia have shown changes in performance and in brain function. However, there is little consistency in the location of brain regions associated with successful reading gains in children, most likely due…

Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., Garvan, C. (1999) Journal of Educational Psychology, 91(4), 579-593. doi.org/10.1037/0022-0663.91.4.579 Abstract The relative effectiveness of three instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction…

The Causal Relationship between Dyslexia and Motion Processing

Joo, S., Donnelly, P. M., & Yeatman, J. D. (2017). The causal relationship between dyslexia and motion perception reconsidered. Scientific Reports, 7, 4185. doi:10.1038/s41598-017-04471-5 Background: As one part of on-going Lindamood-Bell Learning Process (LBLP) intervention studies with dyslexics, the University of Washington’s Institute for Learning and Brain Science (I-LAB) examined anew the causal relationship between…

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