Live-Online and In-Person Instruction — Decoding and Comprehension
Comprehension Difficulties, Reading Difficulties
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 both decoding and comprehension.
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.
More specifically, other than vocabulary, both populations achieved large standard score gains (seven of eight measures). In general, both live-online and in-person students tested statistically significantly higher on post-instruction on all measures.
Results from an ANOVA statistical test of comparative significance (p<.05) indicate that all measures were comparable in growth between the two populations.
Decoding and Comprehension (Combined)
Summary
Lindamood-Bell Instruction Implemented:
Seeing Stars and Visualizing and Verbalizing
Years:
2017 – August 2025
Number of Students:
In-Person Students n=1,905
Live-Online Students n=486
Average Age:
In-Person Students: 11.9
Live-Online Students: 12.9
Average Instruction Hours:
In-Person Students: 158.0
Live-Online Students: 148.4
