Lindamood-Bell Learning Processes | Peer-reviewed Articles

Professional Development

FAQ

International Conference

"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 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
"You have given my daughter a most precious gift that I'm grateful for now and that Lauren will appreciate for a lifetime. Thank you again and again."
~ Linda, a mother and Child and Adolescent Psychiatrist
"Lindamood-Bell has not only academically helped our son, Michael, but he has a level of confidence we'd never seen before."
~ Pam, a mother

Results

Research Articles

Presentations

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

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

Gray Matter Volume Changes Following Reading Intervention in Dyslexic Children

Anthony J. Krafnick, D. Lynn Flowers, Eileen M. Napoliello, and Guinevere F. Eden, The Center for the Study of Learning, Georgetown University Medical Center, 4000 Reservoir Road, Building D Suite 150, Washington, DC 20057, Wake Forest University Baptist Medical Center, Winston Salem, NC, 27157; 26 October 2010

Visualizing How We Read

Carl Sherman, The Dana Foundation; March 25, 2011

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., Andersen, 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

1 2 3 4

Lindamood-Bell Learning Processes is not affiliated with any third parties.

We are the only provider endorsed and licensed by the authors of the Lindamood-Bell® programs.