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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.

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…

Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students With Imagery Deficit

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…

A project of hope: Lindamood-Bell center in a school project final evaluation report

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…

Phonological Awareness Training and Remediation of Analytic Decoding Deficits in a Group of Severe Dyslexics

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…

Learning to see words

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…

A dual coding theoretical model of decoding in reading: Subsuming the Laberge and Samuels model

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…

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Hear Carson’s inspiring story of perseverance, growth, and the lifelong impact of sensory-cognitive instruction
👉 Listen now at the link in bio, @lindamoodbellofficial.
Back-to-School Literacy Workshops for Teachers – Extended Offer!

Take advantage of our extended savings to enhance your literacy instruction:
10% off any online workshop with code BACK2SCHOOL10
20% off custom team in-services (minimum 10 participants)

Equip yourself and your team with strategies to help struggling readers thrive.
📅 View the full schedule or request a proposal via the link in our bio, @lindamoodbellofficial
Hurry, this offer is available through October 31, 2025!
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✨ At Lindamood-Bell, we provide personalized, evidence-based instruction to help each student build the skills they need to succeed. From expressive and receptive language to auditory processing challenges, we meet every child where they are.
💡 Learn the signs and strategies to support language processing disorders. Tap the link in our bio, @lindamoodbellofficial.
📢 We’re hiring!
 Our Lindamood-Bell® Learning Centers in Newton and South Shore, MA, are looking for Educational Clinicians / Tutors ✨
We’re seeking energetic, positive individuals with strong communication skills and a passion for helping students succeed. If you’re enthusiastic, have a growth mindset, and thrive in a supportive, engaging environment, we’d love to hear from you!
Help students of all ages reach their full potential in reading and comprehension. 💡
👉Explore these opportunities (and more) at the link in our bio, @lindamoodbellofficial.
Back-to-School Literacy Workshops for Teachers: Save Now!

-Get 10% off any online workshop with code BACK2SCHOOL10
-20% off custom team in-services (min. 10 participants)

Transform your literacy instruction and help struggling readers thrive.
📅 View the schedule or request a proposal via the link in our bio, @lindamoodbellofficial

Hurry, this offer ends September 30, 2025.
We’re in Shenandoah County, Virginia, this week, training a fantastic group of teachers in the Visualizing and Verbalizing program! 📖✨ We can’t wait to see their students thrive with stronger comprehension and critical thinking skills. 
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👉 Listen now at the link in bio, @lindamoodbellofficial.
Educators: struggling readers need instruction that targets the root causes of their challenges. 

Since 1986, Lindamood-Bell has partnered with schools to deliver proven reading interventions and teacher training that build essential skills.

Tap the link in our bio to discover 5 key strategies to improve reading intervention at your school! @lindamoodbellofficial
Big news for Educators! 
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become confident readers. Tap the link in bio to learn more, @lindamoodbellofficial.
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At Lindamood-Bell, our evidence-based approach has helped thousands of students thrive. Today on our blog we’re sharing a few simple strategies to help your child start the year with focus and confidence. 
Tap the link in our bio, @lindamoodbellofficial.
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Visit our blog for these articles and more! Follow the ink in our bio, @lindamoodbellofficial.
Reading challenges can hold students back in school and in life. At Lindamood-Bell, we provide personalized, one-to-one instruction that addresses the root causes of reading difficulties.
Our new blog explains how our approach builds the skills and confidence students need to succeed.
📖 New on the blog: A Reading Program That Works for Struggling Readers
 🔗 Link in bio, @lindamoodbellofficial
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