Changes in Brains of Dyslexics as a Result of Instruction
Wake Forest University and Georgetown University Researchers at Wake Forest University and the Child Study Center at Georgetown University have published conclusions about the effects of Lindamood-Bell instruction on the brain activity and reading ability of dyslexic students. This research noted significant improvements in reading associated with gray matter volume increases following Seeing Stars®…
A New Study About Mental Images
For more than thirty years, Lindamood-Bell co-founder Nanci Bell has been working to educate parents, education professionals, and researchers about what she identified as concept imagery ability. Published in 1986, her book Visualizing and Verbalizing for Language Comprehension and Thinking discusses concept imagery ability, and concept imagery weakness, a condition that scientists are recently terming aphantasia. Visualizing and…
UAB Study: Improved Reading and Brain Activity Following Visualizing and Verbalizing Instruction
Lindamood-Bell Press Release Study Cites Improved Reading and Brain Activity in Children with Autism Following Visualizing and Verbalizing® Instruction A new study released by the University of Alabama at Birmingham (UAB), in which a group of children with autism spectrum disorder (ASD) received 10 weeks of intensive instruction utilizing the Visualizing and Verbalizing for Language…
UAB Study on Children with Autism: Improved Reading and Brain Activity, Utilized Lindamood-Bell Instruction
University of Alabama at Birmingham press release Autistic children improved reading and brain activity after 10-week reading intervention by Jeff Hansen June 23, 2015 Print Email Ten weeks of intensive reading intervention for children with autism spectrum disorder was enough to strengthen the activity of loosely connected areas of their brains that work together to…
