Olulade, Olumide A., Eileen M. Napoliello, and Guinevere F. Eden. 2013. Neuron 79 (1):180-190.
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.
Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School
Christodoulou, J. A., A. Cyr, J. Murtagh, P. Chang, J. Lin, A. J. Guarino, P. Hook, and J. D. Gabrieli. 2015. “Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School.” Journal of Learning Disabilities. doi: 10.1177/0022219415617163.
Eden, G. F., K. M. Jones, K. Cappell, L. Gareau, F. B. Wood, T. A. Zeffiro, N. A. Dietz, J. A. Agnew, and D. L. Flowers. 2004. Neuron 44 (3):411-22.
Krafnick, A. J., D. L. Flowers, E. M. Napoliello, and G. F. Eden. 2011. “Gray matter volume changes following reading intervention in dyslexic children.” Neuroimage 57 (3):733-41. doi: ©Lindamood-Bell Learning Processes 10.1016/j.neuroimage.2010.10.062.
Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention
Romeo, R. R., J. A. Christodoulou, K. K. Halverson, J. Murtagh, A. B. Cyr, C. Schimmel, P. Chang, P. E. Hook, and J. D. E. Gabrieli. 2017. “Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention.” Cerebral Cortex:1-16. doi: 10.1093/cercor/bhx131.
Simos, P. G., J. M. Fletcher, E. Bergman, J. I. Breier, B. R. Foorman, E. M. Castillo, R. N. Davis, M. Fitzgerald, and A. C. Papanicolaou. 2002. Neurology 58 (8):1203–1212.
Intensive Remedial Instruction for Children With Severe Reading Disabilities: Immediate and Long-Term Outcomes From Two Instructional Approaches
Torgesen, J. K., A. W. Alexander, R. K. Wagner, C. A. Rashotte, K. S. Voeller, and T. W. Conway. 2001. Journal of Learning Disabilities 34 (1):33-58, 78.
Computer-Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches
Torgesen, J. K., R. K. Wagner, C. A. Rashotte, J. Herron, and P. Lindamood. 2010. Annals of Dyslexia 60 (1):40-56.
Phonological Awareness Training and Remediation of Analytic Decoding Deficits in a Group of Severe Dyslexics
Alexander, Ann W., Helen G. Andersen, Patricia C. Heilman, Kytja S. Voeller, and Joseph K. Torgesen. 1991. Annals of Dyslexia 41 (1):193-206.