Live-Online and In-Person Instruction — Decoding Gains – Students with Dyslexia
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 with dyslexia who received instruction for decoding 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.
Within the decoding-only category, students diagnosed with dyslexia were measured for both progress and comparison. Other than vocabulary, both populations achieved medium to large standard score gains (eight of nine measures). 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 Symbol Imagery, Phonemic Awareness, Word Attack, Word Recognition, Rate, Fluency, and Vocabulary (seven of nine measures) were comparable in growth between the two populations.
Summary
Lindamood-Bell
Instruction Implemented:
Seeing Stars
Years:
2017 – August 2025
Number of Students:
In-Person Students n=1,255
Live-Online Students n=383
Average Age:
In-Person Students: 10.0
Live-Online Students: 11.1
Average Instruction Hours:
In-Person Students: 126.1
Live-Online Students: 124.7
