Our School Partnerships Are Recognized as Models of Success

A study, published in the  American Education Research Journal (AERJ), shows that Lindamood-Bell can help children close the   achievement   gap.

In the article, “Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District,”  Drs. Mark Sadoski and Victor L. Willson explain the research, results, and conclusions of their study of the Lindamood-Bell Learning Processes partnership with Pueblo School District 60 (PSD60).

The AERJ article highlights the following:

• The Lindamood-Bell ® programs were shown to be a major contributing factor for the district’s success in improving the reading and comprehension abilities of their students. 
  “The results of the analyses across Grades 3-5 support the conclusion that the PSD60 schools, on average, outperformed comparable Colorado schools on the CSAP tests of reading comprehension, and this was true both for all schools and for Title I schools considered separately.”*
• The Lindamood-Bell / Pueblo District 60 study is an example of “scaling up” educational intervention.
  “As described earlier, the LBLP intervention carried out in PSD60 addressed the known criteria for successful scaling up (i.e., the comprehensive school reform criteria described by Borman et al., 2003), including use of effective teaching, learning, and management practices; ongoing high-quality staff development; development of broad teacher and staff support; shared ownership, responsibility, and leadership; and so on.  In effect, PSD60 went ‘by the book’ in producing large-scale reform with much success.”*
• The achievement gap can be closed for high minority and high poverty districts.
  “Statistically significant and increasing gains favoring the Lindamood-Bell reading intervention were found both overall and in analysis of Title I schools.”*>

Click here  to read the abstract for this article or to obtain a copy. 

Additional Excerpts*

“Statistically significant and increasing gains favoring the Lindamood-Bell reading intervention were found both overall and in analysis of Title I schools.”
pg 137 (abstract summary)

“Despite the ongoing national debate about improving reading achievement in schools, reading research has produced very few studies of the effects of specific instructional programs on student achievement scores on current large-scale assessments.”
pg 137

“In PSD60, the LBLP developmental and remedial programs were ‘scaled up’ to include classroom curricula and professional development for teachers through the LBLP human learning management program.  This program contains all of the elements of the comprehensive school reform model recently described and meta-analyzed by Borman, Hewes, Overman, and Brown (2003):  (a) use of effective teaching, learning, and management practices; (b) coordination of management of instruction, assessment, and professional development; (c) ongoing high-quality staff development; (d) measurable goals and benchmarks; (e) development of broad teacher and staff support; (f) shared ownership, responsibility, and leadership; (g) parent and community involvement; (h) quality external technical support; (i) annual evaluation of implementation success; (j) external financial support as available; and (k) use of scientifically researched methods.”
pg 139

“With district and school board support, the program was implemented at the school level through extensive in-service teacher and support staff training and use of specific program materials scaffolded to standard materials, including basal readers and content-area textbooks.  A diagnostic-prescriptive corrective approach with mobile subgrouping was used with pullout remedial programs in the case of students who had severe reading problems.  Trained staff conducted teacher support activities and program fidelity monitoring on-site.”
pg 141

“The results of the analyses across Grades 3-5 support the conclusion that the PSD60 schools, on average, outperformed comparable Colorado schools on the CSAP tests of reading comprehension, and this was true both for all schools and for Title I schools considered separately.”
pg 150

“As described earlier, the LBLP intervention carried out in PSD60 addressed the known criteria for successful scaling up (i.e., the comprehensive school reform criteria described by Borman et al., 2003), including use of effective teaching, learning, and management practices; ongoing high-quality staff development; development of broad teacher and staff support; shared ownership, responsibility, and leadership; and so on.  In effect, PSD60 went ‘by the book’ in producing large-scale reform with much success.”
pg 150

“Few studies on such a large scale have shown this degree of improvement with the degree of control employed here.”
pg 152

“The LBLP materials represented the centerpiece of this intervention;  teacher training was exclusive to these materials, and the materials were used in providing corrective instruction as well.  The amount of time for reading instruction was not changed; the method, along with its extensive implementation, was the main change factor. Therefore, the conclusion that the LBLP materials were a central contributing factor is reasonable and consistent with previous experimental research (e. g., Johnson-Glenberg, 2000).”  
pg 153

*All excerpts taken from “Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District” (Sadoski & Willson, 2006) in the American Educational Research Journal.