Council of Administrators of Special Education (CASE) Votes to Re-Endorse Seeing Stars® and Visualizing and Verbalizing® Programs
The Council of Administrators of Special Education (CASE) has officially re-endorsed Visualizing and Verbalizing for Language Comprehension and Thinking® and Seeing Stars® programs. CASE is an international professional education organization affiliated with the Council for Exceptional Children (CEC), whose members are dedicated to the enhancement of the worth, dignity, and uniqueness of each individual in…
Michigan Schools Using Lindamood-Bell Response to Intervention (RtI) Services Make Academic State Champs List
Background Glenwood Elementary School (Kentwood Public Schools) in Grand Rapids, Michigan serves a large percentage of students who are at risk of reading failure. During the 2010-11 through 2012-13 school years, Glenwood implemented Lindamood-Bell instruction in Tier III. Students received Seeing Stars and Visualizing and Verbalizing instruction to develop symbol imagery and concept imagery for…
Get the Connection: Real Help for Your Students with Dyslexia
When a student has been diagnosed with dyslexia, extra help typically focuses on phonics, or sounding out words, and spelling rules. Unfortunately, many students, even those who have had years of extra help, continue to struggle. Perhaps they sound out a word eventually—but it is slow and labored. They may take so long to…
Colorado School Implementing Lindamood-Bell Outperforms Comparison Schools in Reading
Background Haskin Elementary School in Center, Colorado, serves a large percentage of students who are at-risk of reading failure. From 2010–11 to 2013-14, Haskin implemented Lindamood-Bell instruction to address the specific needs of this student population. The first three years of this project, 2010-11 through 2012-13, were funded through a federal School Improvement Grant (SIG)….
Helping Schools Close the Achievement Gap
Lindamood-Bell’s® research-validated programs address the imagery-language connection that is a silent partner to cognition and literacy, and is often the missing piece in helping students close the achievement gap. Our unique programs can help diverse groups of students learn to read, comprehend, and compute to their potential, including students with minor to severe learning…
Get the Connection: Real Help for Your Students with Dyslexia
When a student has been diagnosed with dyslexia, extra help typically focuses on phonics, or sounding out words, and spelling rules. Unfortunately, many students, even those who have had years of extra help, continue to struggle.
An Amazing Partnership in Honduras
A School Partnership was established with EIS in 2011, which has involved at least five of our staff members traveling to Honduras. This partnership includes training teachers in Lindamood-Bell’s programs, mentoring and consulting teachers, and overseeing the implementation of our programs with a total of 247 students.
Tullahoma City Schools Team up With Lindamood-Bell’s Lucky the Robot
With the help of four robots named Lucky, instructors at Tennessee’s Tullahoma City Schools (TCS) and Lindamood-Bell Learning Processes have teamed up to provide an innovative way to educate students.
San Luis Valley Board of Cooperative Educational Services (BOCES) Partners with Lindamood-Bell
The Colorado Department of Education provided the San Luis Valley BOCES an opportunity to improve literacy by creating a partnership with Lindamood-Bell. This initiative provides personnel with professional development in research-validated programs. Even as this partnership is in the first year, the results are very good.
Four Challenges Hindering Literacy Success in Urban Schools
Four Challenges Hindering Literacy Success in Urban Schools There are several challenges urban schools face while attempting to meet the needs of its diverse student population. As one Public School Program Manager for Specialized Instruction put it, “As a district, we are heavily over-identified for special education services. We have so many children that have IEPs, so many…
