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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.

Individual differences in response to early interventions in reading: The lingering problem of treatment resisters.

Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15 (1), 55-64. doi:10.1207/SLDRP1501_6 Summary In this article, studies are reviewed that we designed to improve the early reading skills of students with reading disabilities. The challenge of effectively designing interventions…

Dyslexia-Specific Brain Activation Profile Becomes Normal Following Successful Remedial Training

Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M. … Papanicolaou, A.C. (2002). Dyslexic-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203–1212. doi:10.1212/WNL.58.8.1203

Verbalization and Visualization Process: Its Applicability in EFL

Fayez, O, & Hor, G. (2009). Verbalization and visualization process: Its applicability in EFL. International Journal of Humanities, 7(8), 33-42. Retrieved from http://www.ijhssnet.com/

Reading Intervention Outcomes for Adults With Disabilities in a Vocational Rehabilitation Setting: Results of a 3-Year Research and Demonstration Grant.

Vanderberg, L. E., Pierce, M. E., & Disney, L. J. (2011). Reading intervention outcomes for adults with disabilities in a vocational rehabilitation setting: Results of a three-year research and demonstration grant. Rehabilitation Counseling Bulletin, 54, 210-222. doi:10.1177/0034355211402518

Stimulating Basic Reading Processes Using Auditory Discrimination in Depth

Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60-80. doi:10.1007/BF02648155

Computer-Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches

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

Expanding Access, Knowledge, and Participation for Learning Disabled Young Adults with Low Literacy

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

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/10.1037/0022-0663.92.4.772

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