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 challenges and English Language Learners.

We have created school implementation and professional development options designed to maximize student achievement, including Lindamood-Bell Learning Center on Campus (LCOC).

A Lindamood-Bell LCOC creates an instant literacy center, bringing the specialized environment and instruction of our Learning Centers to your school, and starts meeting your students’ needs on day one.

Check out examples of how schools are transforming the lives of their students with a Lindamood-Bell Learning Center on Campus:

Reading Gains for Targeted Students in a Large Urban District

An elementary school located in a large, urban district on the East Coast serves a large percentage of students who are at-risk of reading failure. During the 2012–13 school year, this school implemented Lindamood-Bell instruction to address the specific needs of this student population. Fourteen students received an average of 104 hours of Seeing Stars® instruction to develop symbol imagery for reading. Lindamood-Bell staff delivered instruction. Student gains were measured with a battery of reading assessments.

Results

The students who received Seeing Stars instruction achieved significant improvements in reading. They made large standard score changes on all measures. Additionally, the 25-point percentile increase in phonemic awareness put these students well within the normal range (25th–75th percentile). Their pre- to posttest results were statistically significant on all measures.

Elementary School Provides Intervention to its Neediest Learners

A private elementary school located in the South implemented Lindamood-Bell instruction during the 2013-14 school year. Eighteen students received an average of 97 hours of primarily Seeing Stars instruction to develop symbol imagery for reading. Instruction was delivered by Lindamood-Bell staff. Student gains were measured with a battery of reading assessments.

Results

On average, Seeing Stars students achieved significant improvements in reading. They made large standard score changes on all measures. Additionally, the 18-point percentile increase in comprehension put these students within the normal range (25th-75th percentile). Their pre- to posttest results were statistically significant on all measures.

Students At-Risk for Reading Failure Receive Help at School

An elementary school located in a large, urban district on the East Coast serves a large percentage of students who are at-risk of reading failure. During the 2013-14 school year, this school implemented Lindamood-Bell instruction to address the specific needs of this student population. Twelve students received an average of 197 hours of primarily Seeing Stars instruction to develop symbol imagery for reading. Instruction was delivered by Lindamood-Bell staff. Student gains were measured with two reading assessments.

Results

On average, Seeing Stars students achieved significant improvements in reading. They made large standard score changes on both measures. Additionally, the 65-point percentile increase in word recognition put these students above the normal range (25th-75th percentile). Their pre- to posttest results were statistically significant on both measures.

The results for these students illustrate how Lindamood-Bell instruction in the Seeing Stars program can change learning, regardless of their previous struggle with language and literacy.

Learn more about these innovative partnerships, including how schools can bring genuine Lindamood-Bell Instruction to their campus here.

Click here to watch an inspirational video regarding the difference our LCOC is making in a large urban district.