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Tag Archives: Adult Instruction

Instruction for Adults & College Students

All Lindamood-Bell Learning Centers provide instruction for adults. This includes individuals who are completing high school, college students, and those in the working world. They may be struggling to keep up with their coursework or consistently confused at work or in social situations. Our unique style of intensive differentiated instruction focuses on finding the most effective ways to make each student comfortable, confident, and excited to continue to learn.

We offer oral and written language comprehension programs for adults who struggle with communication, following directions, or keeping up with stories and conversations. These comprehension programs are also effective for adults exhibiting symptoms of autism spectrum disorders. Phonemic awareness and reading programs for adults who struggle with decoding, spelling, or recognizing words in print are offered. These reading programs are also effective for adults exhibiting symptoms of dyslexia. We offer a math program for adults who struggle with basic computation, applying math concepts, or solving word problems. Finally, we offer specialized programs for high school and college students who just want academic enrichment or help with coursework and assignments.

The following is a letter we recently received from an adult student who attended one of our Learning Centers:

Dear Lindamood-Bell,
My name is Erica and I am a current college sophomore and I have been going to Lindamood-Bell for a little more than four years. I just wanted to say thank you so much for all of the help that you have given me. When I first started at Lindamood-Bell I was a sophomore in high school and I did not have much confidence in myself or my ability to even begin to be successful in my life. My test results at Lindamood-Bell showed that I needed a lot of work but, fortunately for me, the Center Director told me and my parents that it was very possible for me to catch up to where I needed to be! She promised me in her office that she could help me. She is the first person ever, other than my parents, that told me the truth.

My first few weeks of my first summer session consisted of air-writing, working on alphabetical sounds, and picturing different letters and stories. I knew that your program was going to change how I was going to learn forever. At the end of my first summer at Lindamood-Bell I went back to school and started applying my skills that I learned. My grades and report cards went from Bs, Cs, Ds, and Fs to just As and Bs with an occasional C. After my first summer at Lindamood-Bell I never received an F on a cumulative test again. After my first summer at Lindamood-Bell, I finally felt like I could be the person that I thought I was meant to be. With your help I was able to graduate from high school at the top half of my class and I made honors list.

After spending three full-time summers at Lindamood-Bell I went from a girl that did not know what she was learning to a girl that was able to picture everything that she heard and read. I am now closer to where I needed to be than I have ever expected. Without Lindamood-Bell I would have continued to struggle through college and I am sure I would not be going to the college that I wanted to go to. Your supreme staff worked with me day after day working on picturing letters and picturing stories. They also told me that it was amazing how far I have come since I first started with Lindamood-Bell. Your staff actually cared enough to take the time to teach me the skills necessary to succeed in my education.

I also had the chance, opportunity, to have their help during my freshman year of college. Even though the reading and picturing was hard I was able to do it with their guidance. It was integral to have the assistance of Lindamood-Bell with seeing how picturing works in higher education. The subjects ranged from learning about the French Revolution to learning how cancer attacks the body. I am now able to read chapter books that have 500 pages within a day, depending how much free time that I have. During this summer I have read about 15 books and I am able to picture what happened in each book and the details about each character.

With the skills that I gained from your program I feel more confident about my future rather than a lost cause that I used to feel like. Prior to the help of Lindamood-Bell I was made to feel like I was worthless and would never amount to anything. I was told by some of my previous teachers that I was “unteachable at any school in the state.” I am now able to eye break any word that I do not know within just a few seconds, for example, sphygmomanometer. Also, I often catch myself saying to my professors, “Well I picture this…” or “When you said that I pictured this…” and they are shocked with my performance to this day. I love how I am now able to help out my college classmates because of my strong picturing skills. Since I have started college I have done really well and I am still in the top half of my class.

What can I say Lindamood-Bell, you put the magic back in learning for me, and I can’t thank you enough!! There are no words to show my appreciation. I am truly indebted for life and for this I thank you from the bottom of my heart. It was incredibly hard work but it was worth every magical learning moment!

Lindamood-Bell I thank each and every one of my instructors.
Sincerely,
Erica

Connect with us
🎉 40 Years of Changing Lives Through Learning

📚 2006: What happens when an entire school district works to improve reading?

In 2006, researchers from Texas A&M University published a study in the American Educational Research Journal examining reading achievement in Colorado’s Pueblo School District 60, where Lindamood-Bell had been working with schools since 1997 to support students at risk of reading difficulties.

They examined reading scores for students in grades 3–5 over several years and found that schools using Lindamood-Bell instruction made significantly greater gains than schools across Colorado. Those gains increased over time, including in Title I schools.

It was encouraging to see these results, especially in a district where so many students needed additional reading support.

Follow along as we celebrate 40 years of changing lives through learning.

Tap the link in our bio, @lindamoodbellofficial,  to learn more about our work and research.
📣 FREE Halloween Download for Parents and Teachers, courtesy of Gander Publishing! 🎃
The Imagine That! Halloween lesson packet features four high-imagery stories written at a 2nd–5th-grade reading level.

👻 Enjoy stories about a giant pumpkin, a ghost, and even a rooster accused of being a witch!
🎃 Build reading comprehension with higher-order thinking questions.
🍬 Strengthen vocabulary skills with engaging activities.

Perfect for use with Visualizing and Verbalizing® or any student who could benefit from extra comprehension practice.
Download your free packet and bring some Halloween fun to reading! Follow the link in our bio, @lindamoodbellofficial
🎉 40 Years of Changing Lives Through Learning

🧠 2004: Georgetown University researchers publish an important study on adult dyslexia and Lindamood-Bell instruction.

Led by Dr. Guinevere Eden and published in the scientific journal Neuron, the study used brain imaging to examine changes in adults with dyslexia following eight weeks of intensive Lindamood-Bell instruction.

Researchers found improvements in reading skills along with changes in brain activity, showing that the adult brain can continue to change and develop with reading instruction.

More than 20 years later, these findings continue to offer hope for adults who struggle with reading.

For more about our evidence-based reading instruction, follow the link in our bio, @lindamoodbellofficial.

Follow along as we celebrate 40 years of changing lives through learning!
🎉 40 Years of Changing Lives Through Learning

Our next milestone takes us to 2002, when Lindamood-Bell reached another exciting first!

🇬🇧 2002: Our first international Learning Center opens in London, England.
The opening of our London Learning Center meant more children could benefit from individualized instruction to strengthen their reading and comprehension skills. It was another meaningful step in helping more students learn to their potential.

Follow along as we celebrate 40 years of changing lives through learning.

Explore Lindamood-Bell at the link in our bio, @lindamoodbellofficial.
🎙️ New Podcast Episode: Supporting At-Promise Students

In this episode, we’re joined by Khieem Jackson, Managing Director of Reaching At-Promise Students Association (RAPSA), for a thoughtful conversation about helping at-promise and opportunity youth thrive.
Together, we explore how the words we use to describe students can shape their experiences, and how literacy and learning can open doors to new opportunities beyond the classroom.

🎧 Listen and subscribe at the link in our bio, @lindamoodbellofficial.
Lindamood-Bell will be at the International Dyslexia Association 2026 Annual Reading, Literacy & Learning Conference, November 12–14 in Las Vegas.

Join Paul Worthington, Director of Research and Development, for “ADHD and Dyslexia: Untangling the Comorbidity Conundrum,” which examines research on co-occurring ADHD, dyslexia, and language-processing difficulties, as well as implications for intervention.

📅 November 12–14
📍 Las Vegas + virtual attendance available

Learn more about our presentation and where to find us at the conference at the link in our bio, @lindamoodbellofficial.
🎉 40 Years of Changing Lives Through Learning

📚 2000: Lindamood-Bell partners with juvenile justice schools in San Diego, California, for Project of Hope.

Through this partnership, Lindamood-Bell provided intensive reading and comprehension instruction to young people in the juvenile justice system.
Using the Seeing Stars® and Visualizing and Verbalizing® programs, Project of Hope helped students strengthen their reading and comprehension skills. An independent evaluation found significant gains, offering new hope and opportunities for their futures.

Follow along as we celebrate 40 years of changing lives through learning. 

Explore Lindamood-Bell at the link in our bio, @lindamoodbellofficial
Students with ADHD may need more than help with organization and study skills.

Our latest blog explores how individualized instruction can help students strengthen underlying learning skills, manage schoolwork, and become more confident, independent learners.

👉 Learn more at the link in our bio, @lindamoodbellofficial.
🎉 40 Years of Changing Lives Through Learning

📰 1999: Lindamood-Bell is featured in a Newsweek cover story on dyslexia.

The November 22, 1999, issue of Newsweek featured “Dyslexia and the New Science of Reading,” exploring how research was changing our understanding of dyslexia and reading difficulties. The article highlighted Lindamood-Bell’s unique sensory-cognitive approach to developing the underlying skills needed for reading and spelling.

This exciting milestone brought national attention to our work and new hope to students and families facing reading challenges.

Follow along as we celebrate 40 years of changing lives through learning. Learn more about Lindamood-Bell at the link in our bio, @lindamoodbellofficial.
What happens when phonics instruction has been tried, but reading is still difficult?

Join us for our free webinar, More Than Phonics: What Makes Lindamood-Bell Different, to learn why some students need more than decoding practice to become confident, independent readers.

We’ll explore why phonics alone may not address every student’s learning needs and how Lindamood-Bell develops the sensory-cognitive processes that underlie reading and comprehension.

📅 Thursday, October 15
🕙 10 a.m. PT | 1 p.m. ET | 6 p.m. BST

Can’t attend live? Register anyway, and we’ll send you the recording.

🔗 Register at the link in bio @lindamoodbellofficial.
🎉 40 Years of Changing Lives Through Learning

📖 1998: The Lindamood Phoneme Sequencing® (LiPS®) Program is published.

Lindamood-Bell co-founder and speech-language pathologist Patricia Lindamood and her daughter, Phyllis Lindamood, revised the Auditory Discrimination in Depth (ADD) program and published the Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech (LiPS®).

The LiPS® Program helps students develop phonemic awareness by teaching them to discover and label the mouth movements that produce speech sounds. Students learn to identify and sequence sounds in words, then apply those skills to reading, spelling, and speech.

Follow along as we celebrate 40 years of changing lives through learning.

Learn more about Lindamood-Bell at the link in our bio, @lindamoodbellofficial.
“He took off when he learned to read.”

Waseem struggled with reading throughout school. Then, through Kentwood Public Schools’ partnership with Lindamood-Bell, he received Seeing Stars® instruction from a teacher trained in the program.

Today, Waseem is a fourth-year medical student.

Hear Waseem share his journey and the impact learning to read had on his life.
▶️ Watch the full video at the link in our bio, @lindamoodbellofficial.
🎉 40 Years of Changing Lives Through Learning

📚 1997: Two new programs become part of the Lindamood-Bell story.

Nanci Bell published Seeing Stars®, designed to develop symbol imagery, the ability to visualize letters and words for reading and spelling. Long overlooked in literacy instruction, symbol imagery addresses what is a missing piece for many struggling readers.

Nanci Bell and Kimberly Tuley also published On Cloud Nine® Math, designed to develop numerical imagery for number sense and mathematical reasoning.

Nearly 30 years later, both programs remain core to Lindamood-Bell instruction and our commitment to helping students learn to their potential.

Follow along as we celebrate 40 years of changing lives through learning.
Learn more about Lindamood-Bell and our instruction at the link in our bio, @lindamoodbellofficial.
October is Dyslexia Awareness Month 💙📚

For more than 40 years, Lindamood-Bell has helped students with dyslexia strengthen the skills needed for reading and learning.

Research shows what’s possible: with targeted, intensive instruction, students with dyslexia can make significant gains in reading, and studies have documented measurable changes in the brain systems that support reading.

Learn more about our approach, student outcomes, and the research behind our work. Follow the link in our bio, @lindamoodbellofficial.
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