40 Years of Changing Lives Through Learning
The science has never been more clear: with the right instruction, every learner can reach their potential. NEW RESEARCH | STANFORD UNIVERSITY, 2026 The Dyslexic Brain Can Change. A study published in Nature Communications found that intensive, evidence-based reading instruction causes a key brain region—the visual word form area—to grow in children with…
New Stanford-Led Study Highlights Impact of Reading Intervention on Brain Development in Children with Dyslexia
San Luis Obispo, CA — A groundbreaking study published in Nature Communications and spearheaded by Stanford University reveals that the Lindamood-Bell reading intervention program not only improves reading skills in children with dyslexia but also strengthens the brain’s reading circuits. Study Overview: Dyslexia Intervention and Brain Activity This research, backed by the Eunice…
What Is Dual Coding Theory? Strengthening Reading and Comprehension
At Lindamood-Bell, our approach is grounded in Dual Coding Theory (DCT), a cognitive framework that demonstrates how the brain processes information. Developed by cognitive psychologist Allan Paivio, DCT posits that humans have both verbal and nonverbal systems for processing information. Verbal: Words, symbols, letters, phonemes, grammar, definitions, and mathematical notation. Nonverbal: Mental images, scenes,…
Reflecting on 2025 with Gratitude and Hope
As we approach the close of 2025 and look ahead to our 40th year in 2026, we are filled with appreciation for the students, families, and education professionals who make our mission possible. We are proud to share highlights from a year marked by life-changing learning moments across the globe. Learning Centers This year,…
Dyslexia Awareness Month!
October is Dyslexia Awareness Month, and we are again sharing our belief that all individuals can be taught to learn to their potential—including those with a previous diagnosis of dyslexia. View our video to learn more about how we help students with dyslexia learn to their potential. Our Learning Center instruction is available in…
Instruction Based on a Theory of Cognition
At Lindamood-Bell, our instructional approach aligns with a specific theory of cognition known as Dual Coding Theory (DCT). In this article, we’ll explore DCT and its practical applications in teaching, showing how a cognitive approach can boost literacy and comprehension. The Imagery-Language Connection for Literacy The following section is excerpted from Visualizing and Verbalizing®…
New Research Webinar: Empowering Students to Overcome Learning and Attention Challenges
Paul Worthington Director of Research and Development In this webinar, Paul Worthington, Lindamood-Bell’s Director of Research and Development, will explore critical topics regarding learning and attention challenges. Many individuals with learning disabilities also have attention deficit disorders. However, children are often diagnosed with attention deficits without a thorough examination of their learning profiles, which may…
Special Education Isn’t Always Specialized – with Dr. Robert Pasternack | Lindamood-Bell Radio
In this podcast episode, Dr. Pasternack discusses the role of tiered intervention in preventing unnecessary referrals, the importance of teacher preparation and professional development, and the necessary components of effective literacy instruction. As a teacher, New Mexico State Special Education Director, and, ultimately, as the Assistant Secretary for the Office of Special Education and Rehabilitative…
Lindamood-Bell Receives Funding for a Collaborative Research Grant to Accelerate Growth in Reading for Elementary Students
SAN LUIS OBISPO, Calif., Sept. 12, 2023 /PRNewswire/ — Lindamood-Bell, in collaboration with the American Institutes for Research® (AIR®), has been awarded funding for “An Efficacy Study of the Lindamood-Bell Learning Processes Complete Intervention for Upper Elementary Students.” Reading difficulties often become apparent in the early years of education. These challenges can escalate without quick and effective intervention, leading…
Exciting Research on Struggling Readers Published in Nature
Exciting research, titled “Rapid and widespread white matter plasticity during an intensive reading intervention”, has been published in the journal Nature. The study, from the Institute for Learning and Brain Sciences, University of Washington (UW), examined growth in reading skills and white matter in school-aged, struggling readers. Diffusion MRI data collected during 8 weeks…
