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.
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., 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.
Pokorni, Judith L., Colleen K. Worthington, and Patricia J. Jamison. 2004. Journal of Educational Research 97 (3):147-158.
Phonological Awareness Training and Remediation of Analytic Decoding Deficits in a Group of Severe Dyslexics
Alexander, Ann W., Helen G. Andersen, Patricia C. Heilman, Kytja S. Voeller, and Joseph K. Torgesen. 1991. Annals of Dyslexia 41 (1):193-206.