Numerous peer-reviewed articles based on studies examining the effectiveness of the Lindamood-Bell programs have been published in scholarly journals. Offers peer-reviewed research where researchers have experimented with Lindamood-Bell’s sensory cognitive programs.
Below, you will find information on these research articles including references, abstracts, links to the articles in their entirety, and more.
Please email firstname.lastname@example.org for assistance accessing any of the research on our website. The R&D Department also welcomes any further questions or comments.
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
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
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
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/10.1037/0022-0618.104.22.1682