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Indirect/Outside Research

 
 

Numerous peer-reviewed articles based on studies examining the effectiveness of the Lindamood-Bell programs have been published in scholarly journals. Offers peer-reviewed research where researchers have experimented with Lindamood-Bell’s sensory cognitive programs.

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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Join us this summer—our learning centers are hiring now!
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Lindamood-Bell Academy provides personalized learning that is tailored to each student's needs. Enroll now for special offers.
➢ 25% off a month of tuition
➢ $500 off Summer Learning in reading, comprehension, or math.
Get details at the link in our bio, @lindamoodbellofficial.
Lindamood-Bell Academy is a school designed for your child! Our individualized school curriculum and evidence-based instruction are tailored to your student’s needs. Enroll now for 2023-24 and receive 25% off a month of tuition!
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New Podcast Episode!
Lindamood-Bell’s Director of Research & Development, Paul Worthington, shares valuable insights into common dyslexia misconceptions, peer-reviewed interventions, and the latest research. Listen and subscribe at the link in our bio, @lindamoodbellofficial
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#lindamoodbell #dyslexia #scienceofreading
June is National Pride Month. Join us in celebrating the contributions LGTBQ+ Americans have made to the nation's culture, history, and collective knowledge. The Smithsonian commemorates National Pride Month with events, resources, and podcast episodes that tell diverse Pride stories. Follow the link in our bio to visit their website!
Imagine your child going back to school with better skills and new confidence!💪
Lindamood-Bell summer learning helps students catch up or get ahead in Reading, Comprehension, and Math—in a matter of weeks! ☀️📚
Find your local learning center at the link in our bio, @lindamoodbellofficial.
Hurry, summer spots are filling fast! ⏳

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#lindamoodbell #dyslexia #dyslexic #testimonial #summercamp
Looking for a summer job where you can make a difference and gain valuable experience? Our learning centers are hiring now! The Clinician (Tutor) role includes paid training in our evidence-based approach. View our open positions and apply today. Follow the link in our bio, @lindamoodbellofficial.
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#lindamoodbell #nowhiring #hiring #summerjob
At Lindamood-Bell, we believe that all individuals can be taught to read to their potential—including those previously diagnosed with a learning difficulty such as dyslexia. Visit our website to learn more about common dyslexia misconceptions, the latest research, and how Lindamood-Bell summer instruction can help your child. Follow the link in our bio, @lindamoodbellofficial.
Our free webinar is now available on demand. Lindamood-Bell's Director of Research and Development, Paul Worthington, shares valuable insights into common dyslexia misconceptions, peer-reviewed interventions, and the latest research. Watch now at the link in our bio, @lindamoodbellofficial.
New Podcast Episode!
Lindamood-Bell for Schools Director of Development, Dave Kiyvyra, is joined by Heidi O’Leary, the Director of Special Education for Maine School Administrative District 75. They discuss how the district successfully implemented evidence-based literacy instruction. Listen and subscribe at the link in our bio, @lindamoodbellofficial
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Lindamood-Bell Academy provides individualized school curriculum and evidence-based instruction. The Academy can be an ideal setting for students previously diagnosed with dyslexia, ADHD, and other learning challenges. 
Now enrolling for the 2023-24 school year! Follow the link in our bio, @lindamoodbellofficial.
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