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Visualizing and Verbalizing

 
 

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.

Reading comprehension improvement in autism

Beckerson M, Paisley C, Murdaugh D, Holm H, Lemelman A, Spencer A, O’Kelley S and Kana R (2024) Reading comprehension improvement in autism. Front. Psychiatry 15:1292018. doi: 10.3389/fpsyt.2024.1292018  A subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the discrepant poor comprehender reading profile). Prior research suggests the Visualizing and Verbalizing…

Helping Students to Add Detail and Flair to Their Stories

Patel, P., & Laud, L. (2009). Helping students to add detail and flair to their stories. Preventing School Failure, 54: 1, 2-11. doi.org/10.3200/PSFL.54.1.2-11 This action research case study measured the effectiveness of a writing strategy designed to enhance imagery in stories that 3 students with severe writing difficulties (2 were identified as learning disabled, 1…

Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students With Imagery Deficit

Wang, L., & Li, J. (2019). Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students with Imagery Deficit. Journal of Educational Computing Research, 57(1), 170-200. Doi: 10.1177/0735633117746748 This study describes the development of an innovative multimedia application and examines teacher perceptions of its usefulness in assisting students with imagery deficit to…

A project of hope: Lindamood-Bell center in a school project final evaluation report

Burke, C., Howard, L., & Evangelou, T. (2005). A project of hope: Lindamood-Bell center in a school project final evaluation report. San Diego, CA: SANDAG. https://www.sandag.org/uploads/publicationid/publicationid_1130_3953.pdf In September 2002, a literacy program for juvenile male wards was implemented in San Diego County through a partnership between the Juvenile Court, the County Office of Education, the…

Changes in intrinsic local connectivity after reading intervention in children with autism (2017)

Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). Changes in intrinsic local connectivity after reading intervention in children with autism. Brain and Language, 175, 11-17. doi:10.1016/j.bandl.2017.08.008

“Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism

Bednarz, H. M., Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). “Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism. Brain and Language, 169, 39-47. https://doi.org/10.1016/j.bandl.2017.01.002

Gestalt Imagery: A Critical Factor in Language Comprehension

Bell, N. (1991). Gestalt imagery: A critical factor in language comprehension. Annals of Dyslexia, 41(1), 246-260. doi:10.1007/BF02648089

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

Changes in Intrinsic Connectivity of the Brain’s Reading Network Following Intervention in Children With Autism (2015)

Murdaugh, D. L., Maximo, J.O., & Kana, R.K. (2015). Changes in intrinsic connectivity of the brain’s reading network following intervention in children with autism. Human Brain Mapping, 36, 2965-2979. doi:10.1002/hbm.22821

From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention

Murdaugh, D. L., Deshpande, H. D., & Kana, R. K. (2017). From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention. Neuroimage, 16, 303-312. doi:10.1002/aur.1503

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Attention, Teachers! 🎓 At Lindamood-Bell, our evidence-based approach helps educators develop their students' essential sensory-cognitive skills, laying the foundation for lasting academic success. Discover how our unique multi-sensory techniques can elevate your teaching and unlock student potential! Link in bio, @lindamoodbellofficial.
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📌 Apply today and make a difference!
🔗 View our open positions and get started! Follow the link in our bio, @lindamoodbellofficial.
Experience a school that fits your child’s unique learning needs! 🌟 Lindamood-Bell Academy is a K-12 private school that combines our renowned sensory-cognitive instruction with a personalized curriculum and a supportive learning environment. With the flexibility to attend online or in person, students can thrive in a way that works best for them! 🎓✨ Follow the link in our bio, @lindamoobellofficial.
Did you know some people can’t visualize images in their minds? This condition, known as aphantasia, affects an estimated 2-5% of the population.
At Lindamood-Bell, we use evidence-based instruction to help students of all ages develop concept imagery—the ability to create mental images. Learn more about aphantasia and how we support students.
🔗 Read the full article at the link in our bio, @lindamoodbellofficial.
Help your child build skills and confidence with Lindamood-Bell! 
Our evidence-based instruction helps learners of all ages improve reading, comprehension, and math, whether online or in person.

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Looking for a rewarding summer job? Join our learning centers as a Clinician (Tutor) and help students thrive. Enjoy paid training in our proven, evidence-based approach. Apply today! Follow the link in our bio, @lindamoodbellofficial.
The Science of Reading is transforming literacy instruction—but is it enough?

At Lindamood-Bell, we integrate the Cognitive Science of Learning to strengthen the sensory-cognitive skills crucial for fluent reading and comprehension. Our evidence-based approach develops symbol imagery for decoding and concept imagery for understanding—key components often overlooked in traditional literacy methods.

Visit our blog to explore the Science of Reading and discover how the Cognitive Science of Learning sets Lindamood-Bell apart. 
Link in bio, @lindamoodbellofficial.
Join Us This Summer—We're Hiring!
Looking for a meaningful summer job? Our learning centers are seeking enthusiastic, positive individuals to help students thrive. As a Clinician (Tutor), you'll receive paid training in our proven, evidence-based programs.
Explore our open positions and apply today!
Follow the link in our bio, @lindamoodbellofficial.
📢 Roan and Sammy’s Story Featured in People Magazine!

Roan, a student with dyslexia, was determined to learn to read so he could share stories with his beloved service dog, Sammy. With Lindamood-Bell’s online instruction, he turned that dream into reality! 🐶📖✨

Now, their heartwarming journey is inspiring readers everywhere. ❤️
Read more on our blog, including the latest People magazine feature. Follow the link in our bio, @lindamoodbellofficial.
At Lindamood-Bell, we specialize in helping students of all ages and abilities learn to their full potential. Our evidence-based instruction is fun and effective, whether you join us live online or in person!
Boost your child’s reading, comprehension, and math skills—for a limited time, join us online and save 10%! 🎉 
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