Pokorni, J. L., Worthington, C. K & Jamison, P. J. (2004). Phonological awareness intervention: Comparison of fast ForWord, Earobics, and LiPS. Journal of Educational Research, 97, 147-158. doi:10.3200/joer.97.3.147-158
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.
Computer-Based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Posttraining Development of Word Recognition
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 work recognition. Scientific Studies of Reading, 1, 235-253. doi:10.1207/s1532799xssr0103_4
Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities
Kennedy, K. M. & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities Research & Practice, 8, 253-259. Retrieved from https://eric.ed.gov/?id=EJ477585
Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies. Journal of Educational Psychology, 92, 772-782. https://psycnet.apa.org/doi/10.1037/0022-0622.214.171.1242
Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD.
Aaron, P.G., Joshi R.M., Gooden, R., & Bentum, K.E. (2008). Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD. Journal of Learning Disabilities, 41, 67-84.