Based on a Theory of Cognition, Lindamood-Bell® programs differ from traditional reading and comprehension programs by focusing on the process, rather than the subject.
Proficiency in learning requires the ability to process language, which is dependent on the sensory-cognitive functions of phonemic awareness, symbol imagery, and concept imagery. By developing and strengthening those underlying sensory-cognitive functions, Lindamood-Bell® programs improve reading, spelling, comprehension, critical thinking, and math skills for kids and adults (Pre-K through college and beyond).
Our goal at Lindamood-Bell is to turn struggling readers into independently successful readers. Our programs follow specific steps to help our students develop their sensory-cognitive skills to the point of self-monitoring, self-correction and, ultimately, independence. Upon gaining confidence in their ability to catch and correct their own mistakes, kids and adults, alike, are able to apply these skills to educational, occupational, and social contexts, even beyond reading and math.
It is common to see years of learning gain after just four to six weeks of intensive instruction in any of our reading, comprehension, and math programs. This type of process-based instruction is proven to be an effective strategy for early language and literacy development, and is also successful for students exhibiting symptoms of dyslexia, hyperlexia, ADHD, CAPD, autism spectrum disorders, and other learning difficulties.
Furthermore, Lindamood-Bell comprehension, math and reading programs are research-validated. We continuously evaluate and improve our programs, and our instructional methods, based on extensive data collection and analysis. Beyond even analyzing and collecting data from our Learning Centers and School Partnerships, we also fund and participate in research projects with institutions such as MIT, UAB, Wake Forest, and Georgetown University to ensure that we always provide the most effective reading, comprehension, and math programs for kids and adults of all ages.
Our reading, comprehension, and math programs include:
- Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling (SI™)
- Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®)
- Talkies®: Visualizing and Verbalizing for Oral Language Comprehension and Expression (Talkies®)
- Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech (LiPS®)
- On Cloud Nine® Math (OCN™)
The Seeing Stars® (SI™) program develops symbol imagery: the ability to visualize sounds and letters in words for both phonological and orthorgraphic processing. Students move through a series of steps – from single consonants/vowels to multisyllabic and contextual reading – to develop the imagery-language connection for competency in written language.
The Visualizing and Verbalizing® (V/V®) program develops concept imagery for both oral and written language. Through a series of steps, students learn to create an imaged gestalt (whole) and integrate that imagery with language as a basis for language comprehension and thinking.
The Talkies® program is the primer to the Visualizing and Verbalizing® (V/V®) program for students who need simpler, smaller steps of instruction to establish the imagery-language connection. The goal of Talkies instruction is to develop mental imagery as a base for language comprehension and expression. Talkies instruction may benefit students with prior third-party diagnoses of expressive language delays or autism spectrum disorders.
The Lindamood Phoneme Sequencing® (LiPS®) program develops phoneme awareness. Students learn to recognize how their mouths produce the sounds of language. This kinesthetic feedback enables them to verify sounds within words and to become self-correcting in reading, spelling, and speech.
The On Cloud Nine® Math (OCN™) program stimulates the ability to image and verbalize the concepts and processes of math. Concept imagery and numeral imagery are integrated with language to improve math computation and problem solving.