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Research Articles

 
 

Numerous peer-reviewed articles based on studies examining the effectiveness of the Lindamood-Bell programs have been published in scholarly journals.

Below, you will find information on these research articles including references, abstracts, links to the articles in their entirety, and more.

From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention

Murdaugh, D. L., Deshpande, H. D., & Kana, R. K. (2017). From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention. Neuroimage, 16, 303-312. doi:10.1002/aur.1503

Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention

Romeo, R. R., Christodoulou, J. A., Halverson, K. K., Murtagh, J., Cyr, A. B., Schimmel, C., … Chang, P. (2017). Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention. Cerebral Cortex, 28, 2297-2312. doi:10.1093/cercor/bhx131

Learning to see words

Wandell, B. A., Rauschecker, A. M., & Yeatman, J. D. (2012). Learning to see words. Annual Review of Psychology, 63, 31-53. doi:10.1146/annurev-psych-120710-100434 Abstract Skilled reading requires recognizing written words rapidly; functional neuroimaging research has clarified how the written word initiates a series of responses in visual cortex. These responses are communicated to circuits in ventral…

Socioeconomic dissociations in the neural and cognitive bases of reading disorders

Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown  whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD)  such as dyslexia, the most prevalent learning disability. SES-diverse 6–9-year-old children (n = 155, half with  RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging…

The Causal Relationship between Dyslexia and Motion Processing

Joo, S., Donnelly, P. M., & Yeatman, J. D. (2017). The causal relationship between dyslexia and motion perception reconsidered. Scientific Reports, 7, 4185. doi:10.1038/s41598-017-04471-5 Background: As one part of on-going Lindamood-Bell Learning Process (LBLP) intervention studies with dyslexics, the University of Washington’s Institute for Learning and Brain Science (I-LAB) examined anew the causal relationship between…

Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., Garvan, C. (1999) Journal of Educational Psychology, 91(4), 579-593. doi.org/10.1037/0022-0663.91.4.579 Abstract The relative effectiveness of three instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction…

The role of brain activity in characterizing successful reading intervention in children with dyslexia

Krafnick, A. J., Napoliello, E. M., Flowers, D. L., & Eden, G. F. (2022) Frontiers in Neuroscience, 16. doi=10.3389/fnins.2022.898661  Studies of reading intervention in dyslexia have shown changes in performance and in brain function. However, there is little consistency in the location of brain regions associated with successful reading gains in children, most likely due…

Issues in Phonological Awareness Assessment

Lindamood, P. C., Bell, N., & Lindamood, P. (1992). Issues in phonological awareness assessment. Annals of Dyslexia 42, 242-259. https://doi.org/10.1007/BF02654948 Awareness of the internal phonological structure of words is a causal factor in success with the alphabetic principle in word recognition. However, findings with the Lindamood Auditory Conceptualization (LAC) Test reveal 25-30% of the population…

Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58.  Sixty children with severe reading disabilities were randomly assigned to two instructional…

Phonological Awareness Training and Remediation of Analytic Decoding Deficits in a Group of Severe Dyslexics

Alexander, A. W., Andersen, H. G., Heilman, P. C., Voeller, K. K. S., & Torgesen, J. K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206. https://doi.org/10.1007/BF02648086 The goal of the present study was to evaluate the effectiveness of the Auditory Discrimination in…

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Lindamood-Bell Academy can be an ideal setting for students previously diagnosed with dyslexia, ADHD, and other learning challenges. Now enrolling! Follow the link in our bio, @lindamoodbellofficial.
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Lindamood-Bell helps students catch up or get ahead in reading, comprehension, and math.
Our evidence-based instruction is effective whether you attend in person or live online. Get info at the link in our bio, @lindamoodbellofficial
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Join us on October 5th for a Lindamood-Bell Academy Virtual Open House!
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Lindamood-Bell Academy can be ideal for struggling readers. We develop foundational skills and provide individualized curriculum. Our evidence-based instruction closes the gap between performance and potential. Now enrolling! Follow the link in our bio, @lindamoobellofficial.
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New Podcast Episode!
New Podcast Episode! Administrators from a large, urban school district describe their experience partnering with Lindamood-Bell to establish a Learning Center on Campus (LCOC). The LCOC model features direct instruction for students. Lindamood-Bell instructors are on-site, providing evidence-based literacy interventions. Listen and subscribe at the link in our bio, @lindamoodbellofficial
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Our learning centers help students go back to school with improved skills and new confidence! Your child can get started today—with in-person or live online instruction. Get info at the link in our bio, @lindamoodbellofficial.
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#lindamoodbell #testimonial
You can count on Lindamood-Bell to get your student back on track. Our evidence-based instruction for reading, comprehension, and math is effective whether you attend in person or live online. Get info at the link in our bio, @lindamoodbellofficial
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#lindamoodbell #tutor #testimonial #kindergarten
This year, your student can experience success right from the start. Go back to school with Lindamood-Bell Academy! 
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Enroll now and receive 15% off a month of tuition. 
Get started at the link in our bio, @lindamoodbellofficial.

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