Effective & Evidence-Based

Over the course of over three decades, Lindamood-Bell has successfully addressed the learning needs of thousands of students.

Those students have been children and adults alike, ranging from those who have been previously diagnosed with dyslexia, ADHD, developmental delays and autism to those who wish to perform in an excelled customized learning environment.

Our continued success is due to our unique approach, grounded in our evidence-based research on sensory-cognitive instruction. We actively participate in randomized controlled studies of our programs, processes and instruction, in addition to constantly monitoring the results at our learning centers and school partnerships. It is essential for us to scientifically ensure that we maintain and improve upon our world-class standards of quality learning processes. Here we share the results of the research that has been conducted over the last several years.

Included are two sets of peer-reviewed research. The first set includes collaborative research initiatives where Lindamood-Bell has had direct control over the delivery of its interventions. The second set offers peer-reviewed research where other researchers have experimented with Lindamood-Bell’s sensory-cognitive programs. Feel free to contact us regarding any of this research or questions about what the science of learning has to offer for those struggling to learn. Lindamood-Bell is here to assist you.

Most sincerely,

Director of Research & Development

Please email for assistance accessing any of the research on our website. The R&D Department also welcomes any further questions or comments.

Lindamood-Bell is more than research-based.
We are research-validated.


The Honorable Robert Pasternack, Ph.D.

Former Assistant Secretary, US Department of Education, Office of Special Education and Rehabilitative Services

Speaker at the 2011 Lindamood-Bell® International Conference

  • I want to make clear the importance of being evidence-based not only in the ‘Science of Reading’ but also in the ‘Science of Learning.’ 

    When you adhere to evidence-based standards of learning it means you want to see programs that have evidence of effectiveness. You want to know that the stuff works.

  • I want to make a quick distinction between research-based and research-validated because it’s an important distinction.  It’s easier to be research-based, because research-based simply means you read the research and you imbed that research in what you are developing.

    What is more challenging is to be what is called research-validated, which means you want to see programs that have evidence of effectiveness.  You want to know that the stuff works.

Learning Center Results

Gains After Four To Six Weeks
Of Intensive Instruction

The following illustrates average test scores before and after instruction for over 3,000 students.

Learning Center Results

Robust research enables us to provide the high level of accountability we expect to provide at our learning centers.

We are proud to consistently replicate significant learning gains for our students.

View the Learning Center Results Booklet

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School Results

For the past 2 decades, we have partnered with schools in the US and internationally, to bring our unique programs and instruction to thousands of students.

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Peer-Reviewed Research

Lindamood-Bell is the vanguard in the dialogue on learning.  Just as our programs are multisensory, the process instruction method that we have pioneered is cross-disciplinary, utilizing knowledge from reading, neurology, cognitive psychology, linguistics, and mathematics.  Numerous studies and papers have examined the sensory-cognitive functions that our programs develop.

Direct Research

Indirect/Outside Research

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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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