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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.

Gray Matter Volume Changes Following Reading Intervention in Dyslexic Children

Krafnick, A. J., Flowers, D. L., Napoliello, E. M., & Eden, G. F. (2011). Gray matter volume changes following reading intervention in dyslexic children. Neuroimage, 57, 733-741. doi:10.1016/j.neuroimage.2010.10.062.

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

Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention

Romeo, R. R., Christodoulou, J. A., Halverson, K. K., Murtagh, J., Cyr, A. B., Schimmel, C., … Chang, P. (2017). Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention. Cerebral Cortex, 28, 2297-2312. doi:10.1093/cercor/bhx131

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

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