our programs

Seeing Stars® Program
for Reading Fluency & Spelling

Nanci Bell

co-founder of Lindamood-Bell

The automaticity of symbol imagery allows for rapid processing and quick self-correction…and because the processing is not laborious and time consuming, an individual’s reading fluency is maintained and guessing is reduced.


Buzz has learned phonics and can sound out words, but he still struggles with reading words on the page.

He continues to have difficulty with remembering sight words and spelling words. His spelling is phonetically accurate, but he can’t remember the visual patterns of words (orthography).

Often he sounds out a word correctly, but doesn’t recognize that same word when he encounters it in the next paragraph.


A cause of difficulty in establishing sight words and contextual fluency is difficulty in visualizing letters in words. This is called weak symbol imagery.

A significant number of students—even those who have well-developed phonemic awareness—have difficulty with rapidly perceiving sounds in words, and are slow to self-correct their reading errors.


Individuals of all ages can experience the symptoms of weak symbol imagery.

This causes weakness in:

  • Memorizing sight words
  • Sounding out words
  • Orthographic awareness
  • Phonemic awareness
  • Contextual reading fluency
  • Orthographic spelling

The Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling Program (SI) successfully develops symbol imagery for reading and spelling.

Long overlooked in the field of reading research, symbol imagery is an important function that can now be assessed and developed.

  • Both his reading and writing ability changed remarkably. The repetition, the focus on specific skills, the rigor to change the patterns in the brain, all helped.

    C, Parent
  • Since incorporating the Lindamood-Bell® Program into my classroom, Stacy has evolved into a wonderful reader. At parent/teacher conferences, Stacy stood proudly at the board and said, “Hey Mom, give me a word and I’ll spell it-any word!” She wrote 15 correctly. To say her mother was thrilled would be the understatement of the year!

    A classroom teacher


Who can we help?

We work with children and adults of all ages and levels.

Some students come to us with general learning challenges or a previous diagnosis such as dyslexia or autism spectrum disorder.

Some students come to us to enhance their skills or to just make learning easier.

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