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
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.
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
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
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.