Comprehension

Comprehension Difficulties

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The following comparative growth analysis shows statistically significant mean gains for Lindamood-Bell sensory-cognitive in-person and live-online students from 2017 to 2025, including all students who received instruction during the pandemic.

This analysis includes students who received instruction for comprehension only.

The gains of students who have received live-online instruction are comparable in growth to those of in-person students. The standard score gains for both populations are large.

This intervention focused on language comprehension. Both populations achieved comparable large standard score gains on Written Language Comprehension. Live-online and in-person students scored statistically significantly higher on post-instruction.

Results from an ANOVA statistical test of comparative significance (p<.05) indicate comparable growth between the two groups across all measures â€“ Accuracy, Fluency, Written Language Comprehension, and Vocabulary.

Results of Students Who Received Comprehension Instruction Only

Summary

Lindamood-Bell Instruction Implemented: Visualizing and Verbalizing

Years:
2017 – August 2025

Number of Students:
In-Person Students n=1910
Live-Online Students n=625

Average Age:
In-Person Students: 12.5
Live-Online Students: 14.3

Average Instruction Hours:
In-Person Students: 106.1
Live-Online Students: 109.6

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Comprehension

Results of Students Who Received Comprehension Instruction Only

Summary

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