Our mission is to help all individuals learn to read and comprehend to their potential.
We have changed the lives of thousands of children and adults all over the world and I hope we can do the same for you or your loved ones.
Thank you for your interest. We believe in you and you can believe in us!
Nanci Bell Co-founder & Author
PS – Please note we are based in the US and our content is presented with US spelling and grammar.
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.
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…
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…
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…
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,…
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…
Wang, L., & Li, J. (2019). Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students with Imagery Deficit. Journal of Educational Computing Research, 57(1), 170-200. Doi: 10.1177/0735633117746748 This study describes the development of an innovative multimedia application and examines teacher perceptions of its usefulness in assisting students with imagery deficit to…
Burke, C., Howard, L., & Evangelou, T. (2005). A project of hope: Lindamood-Bell center in a school project final evaluation report. San Diego, CA: SANDAG. https://www.sandag.org/uploads/publicationid/publicationid_1130_3953.pdf In September 2002, a literacy program for juvenile male wards was implemented in San Diego County through a partnership between the Juvenile Court, the County Office of Education, the…
Alexander, A. W., Andersen, H. G., Heilman, P. C., Voeller, K. K. S., & Torgesen, J. K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206. https://doi.org/10.1007/BF02648086 The goal of the present study was to evaluate the effectiveness of the Auditory Discrimination in…
Wandell, B. A., Rauschecker, A. M., & Yeatman, J. D. (2012). Learning to see words. Annual Review of Psychology, 63, 31-53. doi:10.1146/annurev-psych-120710-100434 Abstract Skilled reading requires recognizing written words rapidly; functional neuroimaging research has clarified how the written word initiates a series of responses in visual cortex. These responses are communicated to circuits in ventral…
Sadoski, M., McTigue, E., & Paivio, A. (2012). A dual coding theoretical model of decoding in reading: Subsuming the Laberge and Samuels model. Reading Psychology, 33(5), 465–496. doi:10.1080/02702711.2011.557330 Summary In this article, we present a detailed Dual Coding Theory (DCT) model of decoding. The DCT model reinterprets and subsumes The LaBerge and Samuels (1974) model…
📣 Now Hiring Seasonal Educational Clinicians/Tutors (In-Person)
Our Learning Centers are hiring individuals who are passionate about education and supporting student learning. We`re seeking seasonal Educational Clinicians and Tutors interested in literacy, teaching, child development, tutoring, or academic support.
Be part of a team dedicated to helping students of all ages strengthen their reading and comprehension skills in an engaging and supportive environment.
Paid training provided.
Apply today through our Career Site. Follow the link in our bio, @lindamoodbell official.
📣 We’re Hiring: Seasonal Educational Clinicians/Tutors (In-Person)
We’re seeking individuals passionate about creating an engaging and supportive learning environment. An interest in education, teaching, literacy, child development, tutoring, or academic support is a plus.
Join us as we help students of all ages read and comprehend to their potential.
✨ Paid training provided!
Apply today. Follow the link in our bio, @lindamoodbellofficial.
📣 We’re Hiring: Seasonal Educational Clinicians/Tutors (In-Person)
Our Learning Centers are hiring. We’re looking for individuals interested in education, teaching, literacy, child development, tutoring, or academic support who are passionate about creating an engaging and supportive learning environment. Join us as we help students of all ages read and comprehend to their potential.
✨ Paid training provided!
Apply today through our Career Site. Follow the link in our bio, @lindamoodbellofficial.
🎧 New Podcast Episode: A Mother’s Perspective: Autism, Comprehension, and Real Progress 🌟
Hear April share her son’s journey at Lindamood-Bell. Although he was a strong decoder, reading comprehension remained a challenge. Through Visualizing and Verbalizing® instruction, his comprehension scores soared—and he’s now making substantial progress in math.
Discover how personalized, sensory-cognitive instruction helped him gain the skills and confidence to thrive academically.
👉 Listen now at the link in bio, @lindamoodbellofficial.
At Lindamood-Bell, our support doesn’t end on the last day of instruction.
Families who have previously attended are invited to schedule a School Year Checkup, a dedicated time to reflect on progress and realign as academic demands change.
Each Checkup includes:
• A conversation about school progress
• A complimentary Learning Ability Evaluation
• Clear insights and next steps, if needed
The School Year Checkup is an exclusive benefit for past Learning Center families.
New to Lindamood-Bell? Explore how our personalized instruction can support your child’s learning.
Follow the link in bio, @lindamoodbellofficial.
Is your child having a hard time with math?
Math remediation is not about more worksheets or memorizing steps. It is a targeted, structured approach that identifies why a child is struggling and rebuilds the foundational skills needed for lasting understanding.
At Lindamood-Bell, our On Cloud Nine® program integrates imagery with language to help students connect math concepts to verbal reasoning. Students learn to understand the process behind the problem, strengthening both reasoning and computation.
Learn more through the link in bio at @lindamoodbellofficial.
It’s a great time to plan professional development for your school district.
Book a Lindamood-Bell inservice workshop by March 15 and save 20% per attendee (minimum 10 participants). Workshops can be scheduled through December 18, 2026.
Practical, classroom-ready training for:
• Early literacy and math
• Students with dyslexia and other learning disabilities
• Struggling readers
Give your team research-based tools they can use right away.
Learn more at the link in bio, @lindamoodbellofficial.
What does a reading specialist actually do, and how do you know if your child needs one? 📘
Our latest blog article breaks down the role of a reading specialist, what expert instruction looks like, and how individualized support can make a lasting difference in reading and comprehension.
👉Read more at the link in our bio, @lindamoodbellofficial.
Young students need strong listening comprehension to learn, communicate, and succeed in school, but these skills are often expected to develop on their own instead of being taught intentionally.
Join us at the Head Start California Annual Conference in Ontario, California for Closing the Comprehension Gap: Develop Language Comprehension, Expression, and Critical Thinking for Early Learners, presented by Melissa Garner, Director of Lindamood-Bell For Schools, and Zuzy Chaves, Director of Jardin de la Infancia.
Learn how developing Concept Imagery can strengthen listening comprehension, vocabulary, language expression, and early critical thinking for young learners.
Get session details and conference information at the link in our bio, @lindamoodbellofficial.
As we begin Black History Month, we honor and celebrate the achievements, leadership, creativity, and resilience of African American leaders, educators, scholars, and artists—past and present.
“Every great dream begins with a dreamer.” —Harriet Tubman
Explore resources and learn more with the Smithsonian National Museum of African American History & Culture. Link in Bio.
If your child has dyslexia, accommodations may help them get through the school day. But what about building real reading skills?
Our latest blog explores common school accommodations and why developing sensory-cognitive skills is essential for independent reading.
🔗 Read the full article at the link in bio, @lindamoodbellofficial.
📚 FREE Online Professional Development Opportunity from the Urban Special Education Leadership Collaborative
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Building a System for Secondary Reading Intervention:
Lessons from Sweetwater Union High School District
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Many students enter middle and high school still struggling to read. Secondary educators often face limited training in foundational literacy, programs not designed for older learners, and schedules that leave little room for intervention.
🗓 February 26 | 9:00 AM Pacific
This session shares how a district partnered with Lindamood-Bell to build a sustainable system for secondary reading intervention—focusing on teacher capacity, data-driven decision-making, and improved outcomes for struggling readers.
👉 Register now at the link in bio, @lindamoodbellofficial.
Start 2026 Strong with Workshop Savings ✨
Kick off the year with special pricing on Lindamood-Bell for Schools professional development, aligned with the Science of Reading.
✔ Save 25% when you bring a colleague or bundle workshops
✔ Group inservice training discounts up to 25% available
Use code HELLO26BOGO
⏰ Offers end January 31, 2026.
👉 View the workshop schedule and reserve your spot.
🔗 Link in bio @lindamoodbellofficial
✨ Experience the Lindamood-Bell Academy Difference!
📅 Jan 12–16 | Academy Week
See firsthand how we help students build their learning ability while thriving in a full academic curriculum.
🎓 Special Enrollment Offer available!
Tap the link in our bio @lindamoodbellofficial to learn more.
