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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.

Below, you will find information on these research articles including references, abstracts, links to the articles in their entirety, and more.

Our Daughter’s Triumph as a Reader with Dyslexia

Gunter, J. Our Daughter’s Triumph as a Reader with Dyslexia. Columns – The University of Washington Alumni Magazine, (7 Sept. 2017), pp. 20–23, 63. Retrieved from https://magazine.washington.edu/feature/dyslexia/

Preventive and Remedial Interventions for Children with Severe Reading Disabilities

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Alexander, A. W., & Conway, T. W. (1997). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Mkeultidisciplinary Journal, 8(1), 51-61. Retrieved from https://js.sagamorepub.com/ldmj/issue/view/643

Dyslexia-Specific Brain Activation Profile Becomes Normal Following Successful Remedial Training

Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M. … Papanicolaou, A.C. (2002). Dyslexic-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203–1212. doi:10.1212/WNL.58.8.1203

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. S., & Conway, T.W. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58. Retrieved from https://doi.org/10.1177%2F002221940103400104

Verbalization and Visualization Process: Its Applicability in EFL

Fayez, O, & Hor, G. (2009). Verbalization and visualization process: Its applicability in EFL. International Journal of Humanities, 7(8), 33-42. Retrieved from http://www.ijhssnet.com/

Reading Intervention Outcomes for Adults With Disabilities in a Vocational Rehabilitation Setting: Results of a 3-Year Research and Demonstration Grant.

Vanderberg, L. E., Pierce, M. E., & Disney, L. J. (2011). Reading intervention outcomes for adults with disabilities in a vocational rehabilitation setting: Results of a three-year research and demonstration grant. Rehabilitation Counseling Bulletin, 54, 210-222. doi:10.1177/0034355211402518

Stimulating Basic Reading Processes Using Auditory Discrimination in Depth

Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60-80. doi:10.1007/BF02648155

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. W., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593. doi:10.1037/0022-0663.91.4.579

Computer-Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60, 40-56. doi:10.1007/s11881-009-0032-y

Expanding Access, Knowledge, and Participation for Learning Disabled Young Adults with Low Literacy

Shaw, D. M., & Disney, L. J. (2012). Expanding access, knowledge, and participation for learning disabled young adults with low literacy. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1(3), 148-160. Retrieved from https://eric.ed.gov/?id=EJ1002272

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