Lindamood-Bell approved in Ohio for reading intervention and high-quality tutoring
The Ohio Department of Education lists Lindamood-Bell as a reading intervention that aligns with the science of reading and strategies for effective literacy instruction.
Our approach and interventions were approved based on research and evidence in improving literacy skills. Interventions include explicit and systematic instruction for students who persistently struggle to master reading skills.
Key Features
Seeing Stars develops symbol imagery as a foundational skill for reading. Often a critical missing piece in popular reading and dyslexia interventions, symbol imagery is explicitly and systematically developed for orthographic mapping, fast word retrieval, fluency, and global reading skills. Seeing Stars aligns with all instructional principles and components of a structured literacy approach (SLA). However, unlike many SLA interventions that focus predominantly on or overemphasize phonemic awareness, Seeing Stars systematically integrates phonological AND orthographic processing necessary for automaticity in word reading skills.
Learn More how Seeing Stars is implemented in schools.
Visualizing and Verbalizing develops concept imagery as a foundational skill for language comprehension and higher-order thinking. The program provides systematic and explicit instruction based on how the brain processes language for comprehension, stimulating the sensory-cognitive skill of mental imagery. This differs from typical structured literacy approaches that are based primarily on the Simple View of Reading since many students may struggle with reading comprehension despite good decoding and oral vocabulary skills.
Learn More how Visualizing and Verbalizing is implemented in schools.
In Ohio, Lindamood-Bell partnered recently with Columbus City Schools, Madeira City Schools, Crestline Exempted Village School District, and Mason City Schools. Additionally, hundreds of educators throughout the state have attended our program workshops.
An industry leader in reading interventions and professional development for more than 35 years, Lindamood-Bell partners with schools to increase literacy skills, especially for struggling readers and students with disabilities.
Sustained Professional Development
Lindamood-Bell offers levels of professional development, which are key components for quality instruction with fidelity. Most programs provide only one- to two-day inservice workshops, with minimal or no follow-up support. Evidence-based practices require rigorous, ongoing professional learning. After educators complete a comprehensive workshop, Lindamood-Bell provides job-embedded support throughout the year, including extended school year sessions and summer academies. Professional development is conducted online while teachers work directly with students. This enables instructional experts to model the steps and provide feedback to teachers for continuous improvement. Download our Levels of PD.
View Schedule of Level 1 Program Workshops, and explore pricing, or contact us to discuss a group inservice and levels of PD customized to meet your needs.
High-Quality Tutoring Program
The Ohio Department of Education has determined that Lindamood-Bell tutoring is of high quality and has the potential to accelerate learning for students in the areas of English Language arts and mathematics. Approved programs include:
- Seeing Stars
- Visualizing and Verbalizing
- On Cloud Nine
Key components of high-quality tutoring include:
- Use of high-quality instructional materials;
- Instruction aligned with research on effective teaching and learning;
- Integration of high-dosage tutoring practices;
- Use of data-driven instruction;
- Hiring of quality tutors; and
- Demonstrated effectiveness.
We provide convenient, online tutoring for students during or after school, or during summer school sessions.
Evidence-Based
Our approach has been implemented in thousands of school systems, serving struggling readers and students with dyslexia since the late 1990s. The programs include a strong research base in the cognitive science of learning and hundreds of school case studies demonstrating significant gains in reading. For example:
District-wide K-2 instruction and K-12 dyslexia initiative – Accelerating student learning in Fort Smith Public Schools, Arkansas.
Peer-reviewed research – Changing the intrinsic connectivity of the brain’s reading network with Visualizing and Verbalizing intervention.
Profiles of Success – See how one district focused on professional development to implement best practices based on the science of reading. Watch Webinar
We look forward to working with you to help all students reach their learning potential!
Click here to schedule a brief consultation with a program expert and to discuss your intervention needs.
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