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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 Summer Intervention Drives Linear Growth of Reading Skill in Struggling Readers

Donnelly, P. M., Huber, E., & Yeatman, J. D. (2019). Intensive summer intervention drives linear growth of reading skill in struggling readers. Frontiers in Psychology, 10, 1900. doi:10.3389/fpsyg.2019.01900  Abstract A major achievement of reading research has been the development of effective intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but…

Rapid and Widespread White Matter Plasticity During an Intensive Reading Intervention

Huber, E., Donnelly, P. M., Rokem, A., & Yeatman, J. D. (2018, February 22). White matter plasticity and reading instruction: Widespread anatomical changes track the learning process. Nature Communications. Preprint doi:10.1101/268979

Abnormal Visual Motion Processing Is Not a Cause of Dyslexia

Olulade, O. A., Napoliello, E. M., & Eden, G. F. (2013). Abnormal visual motion processing is not a cause of dyslexia. Neuron, 79(1), 180-190. doi:10.1016/j.neuron.2013.05.002

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School

Christodoulou, J. A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. J. … Gabrieli, J. D. (2015). Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. Journal of Learning Disabilities, 50(2), 115-127. doi:10.1177/0022219415617163

Neural Changes Following Remediation in Adult Developmental Dyslexia

Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, T. A., & Flowers, D. L. (2004). Neural changes following remediation in adult developmental dyslexia. Neuron, 44, 411-422. https://doi.org/10.1016/j.neuron.2004.10.019

Gray Matter Volume Changes Following Reading Intervention in Dyslexic Children

Krafnick, A. J., Flowers, D. L., Napoliello, E. M., & Eden, G. F. (2011). Gray matter volume changes following reading intervention in dyslexic children. Neuroimage, 57, 733-741. doi:10.1016/j.neuroimage.2010.10.062.

Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention

Romeo, R. R., Christodoulou, J. A., Halverson, K. K., Murtagh, J., Cyr, A. B., Schimmel, C., … Chang, P. (2017). Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention. Cerebral Cortex, 28, 2297-2312. doi:10.1093/cercor/bhx131

Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District

Sadoski, M. & Willson, V. (2006). Effects of theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal, 43(1), 137-154. doi:10.3102%2F00028312043001137

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

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Now, more than ever, 
it's critical to choose a school with proven results, 
both in-person and live, online. 
.
Dynamic, interactive learning at Lindamood-Bell Academy sets us apart!
✓Small groups and one-to-one
✓Proven approach
✓Engaging, experienced instructors
✓Evidence-based programs
✓Standards-aligned K-12 curriculum
🙅 NO passive screen time! 
.
Get in touch about personalized school for your student!
Link in bio, @lindamoobellofficial.
We believe that all children and adults can be taught to read and comprehend to their potential.
Some students come to us with a previous diagnosis such as dyslexia or autism—and we make a difference for each of them.
Some students seek our help to enhance their skills or to just make learning(and life) easier—and we do! Link in bio @lindamoodbellofficial.
A panel of Special Needs Educators from around the country discuss how they are adjusting instruction to meet the needs of struggling students in distance-hybrid classrooms. Watch it now at the link in our profile, @lindamoodbellofficial.
Now, more than ever, Winter Break instruction at Lindamood-Bell can make all the difference for your student!

They can catch up or get ahead in Reading, Comprehension, or Math.
And start the new year with confidence!

Our individualized, one-to-one instruction is fun and effective—live online or in-person, by location. Get info at the link in our profile, @lindamoodbellofficial.
Need a fresh start? 
Lindamood-Bell Academy is our K-12 school. We offer personalized learning for students of all abilities. Our solutions are fun and effective live, online and in-person, by location as allowed. Get info at the link in our profile, @lindamoodbellofficial.
Shireen Jeejeebhoy writes about her personal experience with Online Lindamood-Bell instruction in a recent Psychology Today article, "Visualizing & Verbalizing a Video Course - What happens when you regain your reading comprehension after brain injury?" Link in bio, @lindamoodbellofficial.
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