Families and educators exploring Lindamood-Bell Learning Processes and Orton-Gillingham for instruction or professional development will find that they share the same goal: improving reading. However, there are some differences. Both methodologies aim to help students become accurate, fluent readers who comprehend what they read. While both approaches are concerned with reading and spelling in written language and utilize explicit, systematic instruction and active student engagement, Lindamood-Bell focuses more broadly on reading and spelling in written language.
The Orton-Gillingham approach is based on Structured Literacy. Structured Literacy primarily emphasizes instruction in lexical or language processing, especially in decoding (addressing alphabetic processing through phonics for decoding, spelling, and contextual reading). Along with learning to decode, Orton-Gillingham also addresses vocabulary and comprehension, primarily relying on syntax and semantics to help students derive meaning from print.
The Lindamood-Bell intervention model differs in how it addresses oral and written language comprehension. In contrast to Structured Literacy’s singular lexical or language code theoretical approach to literacy, the basis of Lindamood-Bell’s model of instruction is an additional brain-based code beyond just the language code. While instruction in the language code is critical, over five decades of cognitive neuroscience research has revealed the Dual Coding Theory of cognition. The basis of Lindamood-Bell’s model is sensory-cognitive instruction. Its approach to learning, including reading, develops the sensory-cognitive processes that underlie reading and comprehension, including phonemic awareness, symbol imagery for reading and spelling, and concept imagery for language comprehension and critical thinking.
Programs Developed by Lindamood-Bell’s Founders
Visualizing and Verbalizing® (V/V) by Nanci Bell
Develops concept imagery as a foundation for oral and written language comprehension, higher-order thinking, vocabulary, and critical thinking.
Seeing Stars® by Nanci Bell
Develops symbol imagery for reading and spelling, supporting phonemic awareness, orthographic processing, word recognition, spelling, and fluency.
Lindamood Phoneme Sequencing® (LiPS) by Patricia Lindamood and Phyllis Lindamood
Develops phonemic awareness through articulatory feedback, helping students perceive, produce, sequence, and manipulate sounds in words for reading and spelling.
Talkies® by Nanci Bell and Christy Bonetti
Develops oral language and concept imagery to support vocabulary, sentence structure, and comprehension development.
On Cloud Nine® by Nanci Bell and Kimberly Tuley
Develops imagery for mathematics to strengthen mathematical reasoning, problem-solving, and conceptual understanding.
Lindamood-Bell and Orton-Gillingham: Key Differences
When comparing Lindamood-Bell and Orton-Gillingham, it is important to recognize that both approaches are explicit and systematic, but they address learning in different ways.
| Lindamood-Bell | Orton-Gillingham | ||
| Primary focus | Development of sensory-cognitive processes for literacy and learning.
|
Structured literacy instruction focused primarily on phonics. | |
| Core methods | Imagery-based instruction for sounds, symbols, and language comprehension.
|
Sequential phonics and language structure instruction | |
| Skill emphasis | Phonemic awareness, symbol imagery, comprehension, and critical thinking.
|
Language profile driven with more of a focus on reading (decoding, encoding) | |
| Instructional framework | Programs target sensory-cognitive functions utilizing the Socratic teaching method
|
Tightly scripted focus on written language, a phonetics-based approach. | |
| Comprehension focus | Explicitly develops concept imagery for comprehension and thinking
|
A syntax and semantics-driven language processing focus, secondary to decoding instruction | |
| Customization | Instruction is individualized based on diagnostic evaluation and a student’s learning needs.
|
Customized approach geared predominantly towards reading. |
What Makes Lindamood-Bell Unique
Lindamood-Bell instruction specifically develops the imagery-language foundation necessary for reading, language comprehension, and math. Through Socratic, respond-to-the-response questioning, instructors teach students to integrate sensory information to help them develop their language and literacy skills.
These processes include:
- Phonemic awareness — the ability to identify and manipulate sounds in spoken language
- Symbol imagery — the ability to visualize letters and letter patterns within words for reading and spelling
- Concept imagery — the ability to create mental imagery from language to support comprehension and critical thinking
Lindamood-Bell programs have been implemented with students experiencing dyslexia, hyperlexia, language-processing difficulties, autism spectrum disorder, and other learning challenges. Progress is monitored through standardized testing, program-specific measures, and ongoing diagnostic teaching.
Getting Started with Lindamood-Bell Instruction
The process begins with a comprehensive Learning Ability Evaluation that examines areas such as:
- Phonemic awareness
- Word recognition
- Reading fluency
- Spelling
- Oral language comprehension
- Reading comprehension
Based on the results, an individualized learning plan is developed for each student.
Students receive instruction:
- In person at Lindamood-Bell Learning Centers
- Through live-online instruction
- In partnership with schools and districts
Families receive regular communication regarding student progress, and instruction is adjusted as students develop stronger sensory-cognitive processing and literacy skills.
Support for Educators
Lindamood-Bell also provides professional development workshops for education professionals, teachers, and schools interested in implementing evidence-based instructional practices that change student outcomes.
Workshops are designed to help educators understand the sensory-cognitive basis of literacy and learning, as well as the instructional techniques for developing phonemic awareness, symbol imagery, and concept imagery.
Professional development includes hands-on learning experiences, demonstrations, and opportunities for guided practice led by Lindamood-Bell faculty.
Learn more about our professional development workshops on the Workshop Schedule page or call 800-233-1819 to speak with a program expert.
Frequently Asked Questions
How is Lindamood-Bell different from Orton-Gillingham?
Orton-Gillingham primarily emphasizes structured literacy instruction focused on phonics, spelling, and decoding patterns. Lindamood-Bell instruction develops the sensory-cognitive processes that support reading, spelling, comprehension, and critical thinking.
For example, Seeing Stars develops symbol imagery for reading and spelling, while Visualizing and Verbalizing develops concept imagery for comprehension and higher-order thinking.
Is Lindamood-Bell effective for students with dyslexia?
Yes. Lindamood-Bell instruction has been used with students experiencing dyslexia and other learning challenges affecting reading and comprehension. A groundbreaking study published in Nature Communications and spearheaded by Stanford University reveals that Lindamood-Bell reading intervention not only improves reading skills in children with dyslexia but also strengthens the brain’s reading circuits.
Will my child still learn phonics?
Yes. Students at Lindamood-Bell may receive customized instruction for phonics and phonemic awareness as applied to all components of written language
How is progress monitored?
At Lindamood-Bell, student progress is measured through ongoing diagnostic teaching, program-specific data collection, and standardized assessments. Further, instruction is continuously adjusted based on student responses and performance.
How long does instruction take at Lindamood-Bell?
Program length varies depending on student needs, goals, instructional intensity, and learning profile. A customized recommendation is during the evaluation process, in consultation with a Lindamood-Bell learning expert.
Is online instruction available at Lindamood-Bell?
Yes. Lindamood-Bell’s live-online instruction mirrors the instruction provided in our Learning Centers.
Why Families and Educators Choose Lindamood-Bell
Since 1986, Lindamood-Bell has partnered with families, educators, and schools to develop the sensory-cognitive foundations of literacy and learning.
For families comparing Lindamood-Bell and Orton-Gillingham, the distinction often comes down to instructional focus. Orton-Gillingham emphasizes structured literacy and phonics instruction, while Lindamood-Bell instruction develops the imagery-language foundation for reading, spelling, comprehension, and critical thinking.
The goal is not simply accurate decoding, but meaningful comprehension and independent learning.
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