Lindamood-Bell Learning Processes | Peer-reviewed Articles

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Results

Research Articles

Presentations

The following is a list of research articles specifically on the Lindamood-Bell Learning Processes® methods.

Helping students to add detail and flair to their stories.

Patel, Pooja; Laud, Leslie (2009). Preventing School Failure. September 22, 2009

Remedial outcomes with different reading programs.

Truch, S. (2004). Remedial outcomes with different reading programs. Poster session presented at the International Dyslexia Conference, San Diego, 2004. Retrieved April 3, 2008 from, www.readingfoundation.com.

Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District.

Sadoski, M. and Willson, V. (2006). Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District. American Educational Research Journal, 43, 1, 137-154.

Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches.

Torgesen, J., Alexander, A., Wagner, R., Rashotte, C., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.

Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.

Torgesen, J., Wagner, R., Rashotte, C., Rose, E., Lindamood, P., Conway, T., & Garvin, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.

Phonological awareness training and the remediation of analytic decoding deficits in a group of severe dyslexics.

Alexander, A., Anderson, H., Heilman, P., Voeller, K., & Torgesen, J. (1991). Phonological awareness training and the remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206.

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