UW study examines how the brains of students with dyslexia respond to intensive reading intervention (Seeing Stars)
Lindamood-Bell has partnered with many universities to study the neurological and behavioral effects of our sensory-cognitive instruction.
Currently, The University of Washington’s Institute for Learning and Brain Sciences (I-LABS) is conducting a study that examines how the brains of students with dyslexia respond to intensive reading intervention (Seeing Stars instruction).
We look forward to the publication of their research.
The perspective of the mother of a study participant was recently featured in Columns (The University’s alumni magazine). Check out the story here.
The author’s daughter describes her Lindamood-Bell experience as “challenging and exhilarating” and she was able to make two years of progress in eight weeks time.
Download a description of the study, published by the Center on Human Development and Disability at the University of Washington, entitled, Discovering How Reading Intervention Changes the Brains of Children With Dyslexia.
Lead investigator Jason D. Yeatman, Ph.D notes, “One thing I can say definitively is that the intensive reading intervention program changes the underlying structure of the brain. That’s something that we’re clearly seeing.”
View our research to learn more about our commitment to ongoing efforts to examine the efficacy of our instruction. We include the results for students with dyslexia who received decoding instruction in our learning centers.
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