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Direct Research

 
 

Numerous peer-reviewed articles based on studies examining the effectiveness of the Lindamood-Bell programs have been published in scholarly journals. Includes collaborative research initiatives where Lindamood-Bell 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.

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…

Intensive Summer Intervention Drives Linear Growth of Reading Skill in Struggling Readers

Donnelly, P. M., Huber, E., & Yeatman, J. D. (2019). Intensive summer intervention drives linear growth of reading skill in struggling readers. Frontiers in Psychology, 10, 1900. doi:10.3389/fpsyg.2019.01900  Abstract A major achievement of reading research has been the development of effective intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but…

Sensitive periods for white matter plasticity and reading intervention

Yeatman, J.D. & Huber, E. (2019, January 8). Sensitive periods for white matter plasticity and reading intervention. Preprint doi:10.1101/346759

Changes in intrinsic local connectivity after reading intervention in children with autism (2017)

Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). Changes in intrinsic local connectivity after reading intervention in children with autism. Brain and Language, 175, 11-17. doi:10.1016/j.bandl.2017.08.008

“Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism

Bednarz, H. M., Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). “Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism. Brain and Language, 169, 39-47. https://doi.org/10.1016/j.bandl.2017.01.002

Rapid and Widespread White Matter Plasticity During an Intensive Reading Intervention

Huber, E., Donnelly, P. M., Rokem, A., & Yeatman, J. D. (2018, February 22). White matter plasticity and reading instruction: Widespread anatomical changes track the learning process. Nature Communications. Preprint doi:10.1101/268979

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