Eden, G. F., K. M. Jones, K. Cappell, L. Gareau, F. B. Wood, T. A. Zeffiro, N. A. Dietz, J. A. Agnew, and D. L. Flowers. 2004. Neuron 44 (3):411-22.
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.
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
Sadoski, Mark, and Victor L. Willson. 2006. American Educational Research Journal 43 (1):137-154.
Torgesen, Joseph K, R. K. Wagner, C. A. Rashotte, A. W. Alexander, and T. W. Conway. 1997. “Preventive and Remedial Interventions for Children with Severe Reading Disabilities.” Learning Disabilities: A Multidisciplinary Journal 8 (1):51-61.
Simos, P. G., J. M. Fletcher, E. Bergman, J. I. Breier, B. R. Foorman, E. M. Castillo, R. N. Davis, M. Fitzgerald, and A. C. Papanicolaou. 2002. Neurology 58 (8):1203–1212.
Intensive Remedial Instruction for Children With Severe Reading Disabilities: Immediate and Long-Term Outcomes From Two Instructional Approaches
Torgesen, J. K., A. W. Alexander, R. K. Wagner, C. A. Rashotte, K. S. Voeller, and T. W. Conway. 2001. Journal of Learning Disabilities 34 (1):33-58, 78.
Wise, B. W., J. Ring, and R. K. Olson. 2000. Journal of Experimental Child Psychology 77 (3):197-235.
Wise, B. W., J. Ring, and R. K. Olson. 1999. Journal of Experimental Child Psychology 72:271-304.
Reading Intervention Outcomes for Adults With Disabilities in a Vocational Rehabilitation Setting: Results of a 3-Year Research and Demonstration Grant.
Vanderberg, Laura E., Margaret E. Pierce, and Laurel J. Disney. 2011. Rehabilitation Counseling Bulletin 54 (4):210-222.
Truch, S. 1994. Annals of Dyslexia 44.
Preventing Reading Failure in Young Children with Phonological Processing Disabilities: Group and Individual Responses to Instruction
Torgesen, Joseph K., Richard K. Wagner, Carol A. Rashotte, Elaine Rose, Patricia Lindamood, Tim Conway, and Cyndi Garvan. 1999. Journal of Educational Psychology 91 (4):579-593.