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Previous Diagnosis Dyslexia

In general, “dyslexia” is defined by evidence of a student having difficulty with decoding and fluency. The results summarized below are from Lindamood-Bell® Learning Center students who reported having been previously diagnosed with dyslexia and who had phonemic awareness, word attack, and word recognition skills at or below the 25th percentile. On average, these students exhibited substantial gains, in the above-mentioned categories, from just weeks of intensive Seeing Stars® instruction.

Lindamood-Bell Learning Centers provide research-validated, one-to-one instruction to improve reading, comprehension, and math for students of all ages. In the summer of 2013, 172 students with previous third-party diagnoses of Dyslexia received an average of 95 hours of Seeing Stars instruction to develop symbol imagery for improved reading. Instruction was delivered by specially trained Lindamood-Bell staff. Student gains were measured with a battery of reading assessments.

After completing instruction, these students achieved the following average gains:

  • Symbol Imagery: from the 23rd to the 58th Percentile. In terms of Standard Scores, this equates to a growth of 14.3 points. Note that, with Standard Scores, any change over 4.5 points is considered “large.”
  • Phonemic Awareness: from the 32nd to the 55th Percentile. In terms of Standard Scores, this equates to a growth of 9.4 points. Note that, with Standard Scores, any change over 4.5 points is considered “large.”
  • Word Attack: from the 37th to the 63rd Percentile. In terms of Standard Scores, this equates to a growth of 9.7 points. Note that, with Standard Scores, any change over 4.5 points is considered “large.”
  • Word Recognition: from the 23rd to the 42nd Percentile. In terms of Standard Scores, this equates to a growth of 8.2 points. Note that, with Standard Scores, any change over 4.5 points is considered “large.”
  • Spelling: from the 19th to the 25th Percentile. In terms of Standard Scores, this equates to a growth of 3.0 points. Note that, with Standard Scores, any change between 3.0 and 4.5 points is considered “medium.”
  • Paragraph Reading Accuracy: from the 6th to the 18th Percentile. In terms of Standard Scores, this equates to a growth of 9.0 points. Note that, with Standard Scores, any change over 4.5 points is considered “large.”

Click here to see the full research study results summary.

Getting Started

If you know of someone who has difficulty learning, we strongly encourage you to take the following steps:

  1. Contact your local Lindamood-Bell® Learning Center at 800-300-1818.
  2. Schedule a Learning Ability Evaluation or a free screening.
  3. Enroll for instruction.

"We are so fortunate to have found Lindamood-Bell and your solution. The results have been life changing for our daughter. Thanks for the miracle!"
~ Melissa, a mother

"As we make our journey through life we are lucky enough to meet a handful of people who can truly make a difference in our lives. My son at age 12 has already met this handful. Thank you."
~ William, a father

"The workshop presenter was very knowledgeable about the field of Education and Special Education. I am very excited to implement this into my resource room. I can't wait to make a difference for someone."
~ Ellen, a Special Ed Teacher

Awards

We are excited to announce that our CEO, Nanci Bell, received the Distinguished Leader in Special Education Award at the Third New York Citywide Special Education Conference on Saturday, January 26, 2013 at Hunter College in New York City.
Congratulations, Nanci!