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Indirect/Outside Research

 
 

These peer-reviewed articles examine the effectiveness of Lindamood-Bell instruction and are published in scientific journals. Lindamood-Bell sensory-cognitive instruction was used as the intervention for the studies listed.

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.

Socioeconomic dissociations in the neural and cognitive bases of reading disorders

Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown  whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD)  such as dyslexia, the most prevalent learning disability. SES-diverse 6–9-year-old children (n = 155, half with  RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging…

Training Phonological Awareness with and without Explicit Attention to Articulation

Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304. https://doi.org/10.1006/jecp.1999.2490 One hundred twenty-two second- to fifth-grade (7- to 11-year-old) children with reading difficulties studied phonological awareness with or without explicit attention to articulation and with or without…

Toward a Unified Theory of Reading

Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11(4), 337-356. doi: 10.1080/10888430701530714 Despite nearly 40 years of scientific theorizing about reading, the field remains fragmented with little progress toward unification. In this article, we (a) emphasize the privileged position of unified theories in all science, (b) compare…

Phonological Awareness Intervention: Comparison of Fast ForWord, Earobics, and LiPS

Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: comp;arison of Fast ForWord, Earobics, and LiPS. The Journal of Educational Research, 93(3), 147-157. https://doi.org/10.3200/JOER.97.3.147-158 Researchers have found that training in phonemic awareness (PA), a fundamental element for reading acquisition, is effective in varying degrees, depending on characteristics of the audience….

Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention

Perdue, M. V., Mahaffy, K., Vlahcevic, K., Wolfman, E., Erbeli, F., Richlan, F., & Landi, N. (2021). Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention. Neuroscience and Biobehavioral Reviews, 132 (2022), 465-494. doi: 10.1016/j.neurobiorev.2021.11.011 Behavioral research supports the efficacy of intervention for reading disability, but the brain…

Helping Students to Add Detail and Flair to Their Stories

Patel, P., & Laud, L. (2009). Helping students to add detail and flair to their stories. Preventing School Failure, 54: 1, 2-11. doi.org/10.3200/PSFL.54.1.2-11 This action research case study measured the effectiveness of a writing strategy designed to enhance imagery in stories that 3 students with severe writing difficulties (2 were identified as learning disabled, 1…

Computer-Based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Posttraining Development

Olson, R. K., Wise, B., Ring, J., & Johnson, M. (1997). Computer-based remedial training in phoneme awareness and phonological decoding: effects on the posttraining development of word recognition. Scientific Studies of Reading, 1(3), 235-253. This article reports results from 1- and 2-year follow-up tests for children with reading problems who had previously received 25 hr…

Genes, environment, and dyslexia: the 2005 Norman Geschwind Memorial Lecture.

Olson, R. K. (2006). Genes, environment, and dyslexia: the 2005 Norman Geschwind Memorial Lecture. Annals of Dyslexia, 56(2), 205-238. https://doi.org/10.1007/s11881-006-0010-6 This article presents an overview of some methods and results from our continuing  studies of genetic and environmental influences on dyslexia, and on individual differences across the normal range that have been conducted over the…

Exploring the potential of LiPS instruction for beginning readers

McIntyre, L., Protz, S., & McQuarrie, L. (2008). Exploring the potential of LiPS instruction for beginning readers. Developmental Disabilities Bulletin, 36:1&2, 18-48. https://dascentre.educ.ualberta.ca/ The purpose of this study was to determine if phonemic awareness skills improved for first grade students classified as at‐risk whose teachers used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood,…

Development of Phonological and Orthographic Skill: A 2- Year Longitudinal Study of Dyslexic Children

Manis, F. R., Custodio, R., & Szeszulski, P. A. (1993). Development of phonological and orthographic skill: A 2-year longitudinal study of dyslexic children. Journal of Experimental Child Psychology, 56(1), 64–86. https://doi.org/10.1006/jecp.1993.1026 Twenty-one dyslexic children, ages 9-15, were administered a battery of tests on two occasions separated by 2 years to assess the development of word recognition and…

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⏳Enroll now for special savings on your first week of summer learning. Hurry, spots are filling fast! Follow the link in our bio, @lindamoodbellofficial.
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#lindamoodbell #testimonial #tutor
Now hiring for summer! 
We’re seeking energetic, positive individuals to work as clinicians (tutors) in a Lindamood-Bell Learning Center. Join us as we teach students to read and comprehend to their potential! For more information and to apply, follow the link in our bio, @lindamoodbellofficial.
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Our learning center creates a personalized learning plan tailored to each child’s specific needs. Students often make years of improvement after just a few weeks. Now enrolling for summer! Follow the link in our bio, @lindamoodbellofficial.
Dr. Harold Koplewicz, founder of the @childmindinstitute, joined @nprfreshair to discuss why kids and teens are experiencing unprecedented levels of anxiety and depression— and what parents can do about it. 
On the topic of dyslexia and other learning difficulties, Dr. Koplewicz describes the value of evidence-based reading instruction and his family’s personal experience with Lindamood-Bell. 
Listen to the full episode – Link in @nprfreshair’s bio.
Your student can thrive with Lindamood-Bell Academy! We develop foundational skills and provide a personalized learning experience—in-person or live online.
📆Join us on Wednesday, April 18, for our Lindamood-Bell Academy Virtual Open House. Get details and register now—follow the link in our bio, @lindamoodbellofficial.
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#LindamoodBellAcademy #LindamoodBell #dyslexia #privateschool
This summer, Lindamood-Bell can make the difference of a lifetime for your student. 
Our evidence-based instruction improves reading, comprehension, and math in a matter of weeks.
⏳Enroll now for Early Bird Savings on Summer Instruction. Learn more and get started at the link in our bio, @lindamoodbellofficial.
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#lindamoodbell #testimonial #summercamp
🌞Now hiring for summer! We’re looking for energetic, positive individuals to work as tutors (clinicians) in a Lindamood-Bell Learning Center. 
📚Join us as we teach students of all ages to read and comprehend to their potential. We provide paid training in our evidence-based approach!
🌟View our current open positions and apply today! Follow the link in our bio, @lindamoodbellofficial.
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