Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Alexander, A. W., & Conway, T. W. (1997). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Mkeultidisciplinary Journal, 8(1), 51-61. Retrieved from https://js.sagamorepub.com/ldmj/issue/view/643
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.
Intensive Remedial Instruction for Children With Severe Reading Disabilities: Immediate and Long-Term Outcomes From Two Instructional Approaches
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. S., & Conway, T.W. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58. Retrieved from https://doi.org/10.1177%2F002221940103400104
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