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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.

Development of the Left Arcuate Fasciculus is Linked to Learning Gains in Reading, but not Math

This collaboration between Stanford University, Vanderbilt University, and the University of Washington continues exploring the dynamic relationship between white matter neuronal development and learning gains through a longitudinal lens. The study followed 101 students from the southern United States from first to fourth grade, tracking their reading and math scores along with brain scans that…

Reading intervention targeting phonemic awareness and symbol imagery in children with sickle cell disease

St. Jude Children’s Research Hospital implemented a summer reading clinic for children with Sickle Cell Disease (SCD) using the Lindamood-Bell intervention. The results showed significant improvements in phonological and symbol imagery skills, suggesting the efficacy of the summer reading intervention for children with SCD. There are implications for extending this intervention to students with other…

Lindamood-Bell Intervention A Pathway to Enhanced Reading Skills in Pupils

  A systematic literature review and a meta-analysis examined the effectiveness of Lindamood-Bell intervention in improving the reading skills of elementary school students with diverse learning needs.  The literature consistently showed positive effects of the intervention on enhancing reading proficiency, with improvements in accuracy, decoding skills, comprehension, and overall academic performance. The intervention’s multi-cognitive sensory…

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…

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Is your child struggling in school? We can help.
At Lindamood-Bell, our summer instruction can transform reading, comprehension, or math skills in just a few weeks. Choose in-person or live online learning and head into the new school year with stronger skills and renewed confidence.
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Make a Difference This Summer: Join Our Team as an Educational Clinician/Tutor!
We’re hiring enthusiastic, positive individuals with strong communication skills and a passion for helping students succeed. 
✨ Paid training included!
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Lindamood-Bell summer learning can change your child’s life! Our evidence-based instruction improves Reading, Comprehension, and Math in just a few weeks. 
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Make a Meaningful Impact This Summer!
Our learning centers are hiring enthusiastic, positive individuals with strong communication skills and a passion for helping students succeed. Join us as an Educational Clinician/Tutor and be part of something truly rewarding.
✨ Paid training provided!
Apply now. Link in bio, @lindamoodbellofficial.
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Summer at Lindamood-Bell can be life-changing for your child!
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