California Special Education Students Receiving Seeing Stars Instruction Make Significant Improvements in Reading
California, Elementary School Results, Middle School Results, Reading, Seeing Stars, Special Education
Special Education Local Plan Areas (SELPAs) in California serve as cooperatives for multiple districts seeking to pool resources. During the 2004-05 school year, a southern California SELPA implemented Lindamood-Bell® instruction to address the specific needs of this student population. Fifty-three students received an average of 116 hours of Seeing Stars instruction to develop symbol imagery for reading. Instruction was delivered by Lindamood-Bell staff. Student gains were measured with a battery of reading assessments.
On average, Seeing Stars students achieved significant improvements in reading. They made large standard score changes on nearly all measures. Additionally, the 51-point percentile increase in phonemic awareness put these students within the normal range (25th-75th percentile). Their pre- to posttest results were statistically significant on all measures. The results of this study illustrate that Lindamood-Bell instruction in the Seeing Stars program leads to improved reading, which is essential to achieving success with school curricula.
Number of Students: 53
Grade Levels: 1st-8th
Lindamood-Bell Programs Implemented: Seeing Stars®
· Lindamood Auditory Conceptualization Test-3rd
· Woodcock Reading Mastery Test-Revised (word attack)
· Wide Range Achievement Test-4th (reading and spelling)
· Gray Oral Reading Tests-4th (rate, accuracy, fluency, and comprehension)