Wyoming Students Receiving Visualizing and Verbalizing Instruction Make a Significant Improvement in Comprehension
Comprehension, Elementary School Results, Visualizing and Verbalizing, Wyoming
Dildine Elementary School in Cheyenne, Wyoming, serves a large percentage of students who are at-risk of reading failure. During the 2012-13 school year, Dildine implemented Lindamood-Bell® instruction to address the specific needs of this student population. Twelve students received an average of 89 hours of Visualizing and Verbalizing instruction to develop concept imagery for comprehension. Instruction was delivered by Dildine teachers who received professional development in the Lindamood-Bell programs. Student gains were measured with a comprehension assessment.
Results
On average, Visualizing and Verbalizing students made a large standard score change in comprehension. Additionally, the 25-point percentile increase put these students within the normal range (25th-75th percentile). Their pre- to posttest results were statistically significant. The results of this study illustrate that Lindamood-Bell instruction in the Visualizing and Verbalizing program leads to improved comprehension, which is essential to achieving success with school curricula.
Profile
Number of Students: 12
Grade Levels: 3rd-6th
Lindamood-Bell Programs Implemented: Visualizing and Verbalizing®
Outcome Measures: Gray Oral Reading Tests-4th (comprehension)
