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.
In 2011, Lindamood-Bell Learning Centers worked with 470 students who reported having previous, third-party diagnoses of dyslexia. That is 18% of the total student population in our Learning Centers. Before starting instruction, on average, these students tested below the 13th percentile in every decoding- oriented category of the Lindamood-Bell learning ability evaluation (i.e., symbol imagery, phonemic awareness, word attack, word recognition, spelling, and paragraph reading accuracy).
After completing instruction, these students achieved the following average gains: