[Case Study] Lindamood-Bell for Schools Instruction Robot
It might sound strange, but with the help of robots, a school district in Tennessee is meeting the learning needs of its struggling readers like never before.
Tullahoma City Schools serves a large percentage of students who are at-risk of reading failure. In 2014, school leaders began an initiative to change how they serve students. They aimed to discover why their students were struggling and to make a difference for each of them. Like many students identified for intervention around the country, Tullahoma’s struggling learners were lacking basic connections needed for reading and comprehension.
Teachers attended Lindamood-Bell Workshops to learn the steps of Visualizing and Verbalizing for Language Comprehension and Thinking and Seeing Stars for Reading and Spelling. These research validated programs address the imagery-language connection. To bolster the quality of instruction students would receive—especially from teachers who had only spent a few days at a workshop—they also partnered with Lindamood-Bell to provide job-embedded professional development throughout the year.
Lindamood-Bell provided onsite support in the classroom through the use of a state-of-the-art robot. This cost-effective solution was described by school administrators and teachers in The Tullahoma News and has transformed the lives of their students.
A recent article was published about the benefits to students. For growth data, the following case study:
Tennessee Students Receiving Seeing Stars® Instruction Make Significant Improvements in Reading
Robert E. Lee Elementary School in Tullahoma, Tennessee, serves a large percentage of students who are at-risk of reading failure. During the 2015-16 school year, Lee implemented Lindamood-Bell® instruction to address the specific needs of this student population. Nineteen students received an average of 87 hours of primarily Seeing Stars instruction to develop symbol imagery for reading. Instruction was delivered by Lee teachers who received professional development in the Lindamood-Bell programs. Student gains were measured with a battery of reading assessments.
On average, Seeing Stars students achieved significant improvements in reading. They made large standard score changes on all measures. Additionally, the 32-point percentile increase in Symbol Imagery put these students within the normal range (25th-75th percentile). Their pre- to posttest results were statistically significant on all measures. The results of this study illustrate that Lindamood-Bell instruction in the Seeing Stars program leads to improved reading, which is essential to achieving success with school curricula.
School Years: 2015-16
Number of Schools: 1
Number of Students: 19
Grade Levels: 1st-5th
Lindamood-Bell Programs Implemented:
•Visualizing and Verbalizing®
Focus of Lindamood-Bell Services:
– Coaching via Telepresence Robot
– Instructional Leadership Support
Lindamood-Bell instruction can change learning for students, regardless of their previous struggle with language and literacy. Contact us to learn how your school can get started: 800-233-1819.