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Published Research

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Lindamood-Bell instructional models are effective and research-validated. We are heavily involved in collecting and analyzing data from Lindamood-Bell Learning Centers and School Partnerships, as well as investigating current trends in the fields of educational and cognitive research. We are also the subject of numerous studies conducted by outside researchers.

The effectiveness of our instructional programs has been examined by researchers from a variety of educational institutions, including the Massachusetts Institute of Technology (MIT), Texas A&M University, Georgetown University, and the University of Alabama at Birmingham (UAB). Additionally, research articles specific to Lindamood-Bell Learning Processes have been published in scientific journals such as NeuroImage, the American Educational Research Journal, the Journal of Learning Disabilities, and the Journal of Educational Psychology.


Additional Research Involving the Lindamood-Bell® Programs:

Aaron, P.G., R. Malatesha Joshi, Regina Gooden, and Kwesi E.Bentum. 2008. "Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model ofLD." Journal of Learning Disabilities no. 41 (1):67-84. doi:10.1177/0022219407310838.

Adair, J. C., S. E. Nadeau, T. W. Conway, L. J. Gonzalez-Rothi, P. C. Heilman, I. A. Green, and K. M. Heilman. 2000."Alterations in the functional anatomy of reading induced by rehabilitation of an alexic patient." Neuropsychiatry NeuropsycholBehav Neurol no. 13 (4):303-11.

Alexander, Ann W., Helen G. Andersen, Patricia C. Heilman, Kytja S. Voeller, and Joseph K. Torgesen. 1991. "Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics." Annals of Dyslexia no. 41 (1):193-206. doi:10.1007/BF02648086.

Bell, Nanci. 1991. "Gestalt imagery: A critical factor in language comprehension." Annals of Dyslexia no. 41 (1):246-260.doi: 10.1007/BF02648089.

Castiglioni-Spalten, M., and L. C. Ehri. 2003."Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners' reading and spelling." Scientific Studies ofReading no. 7 (1):25-52.

Conway, T. W., P. Heilman, L. J. Rothi, A. W. Alexander, J.Adair, B. A. Crosson, and K. M. Heilman. 1998. "Treatment of a case of phonological alexia with agraphia using the Auditory Discrimination in Depth(ADD) program." Journal of the International Neuropsychological Societyno. 4 (6):608-20.

Eden, G. F., K. M. Jones, K. Cappell, L. Gareau, F. B. Wood,T. A. Zeffiro, N. A. Dietz, J. A. Agnew, and D. L. Flowers. 2004. "Neuralchanges following remediation in adult developmental dyslexia." Neuron no. 44 (3):411-22. doi: 10.1016/j.neuron.2004.10.019.

Johnson-Glenberg, Mina C. 2000. "Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies." Journal of Educational Psychology no. 92 (4):772-782.doi: 10.1037/0022-0663.92.4.772.

Kendall, D. L., S. E. Nadeau, T. Conway, R. H. Fuller, A. Riestra, and L. J. Gonzalez Rothi. 2006. "Treatability of different components of aphasia - insights from a case study." Journal ofRehabilitation Research and Development no. 43 (3):323-36.

Kennedy, Karen M., and Joan Backman. 1993."Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities." Learning DisabilitiesResearch & Practice no. 8 (4):253-259.

Krafnick, A. J., D. L. Flowers, E. M. Napoliello, and G. F.Eden. 2011. "Gray matter volume changes following reading intervention in dyslexic children." Neuroimage no. 57 (3):733-41. doi:10.1016/j.neuroimage.2010.10.062.

McIntyre, Laureen, Susan Protz, and Lynn McQuarrie. 2008."Exploring the potential of LiPS instruction for beginning readers." DevelopmentalDisabilities Bulletin no. 36 (1 & 2):18-48.

Olson, Richard K., Barbara Wise, Jerry Ring, and MinaJohnson. 1997. "Computer-Based Remedial Training in Phoneme Awareness andPhonological Decoding: Effects on the Post training Development of WordRecognition." Scientific Studies of Reading no. 1 (3):235-253. doi:10.1207/s1532799xssr0103_4.

Olulade, Olumide A., Eileen M. Napoliello, and Guinevere F. Eden. 2013. "Abnormal Visual Motion Processing Is Not aCause of Dyslexia." Neuron no. 79 (1):180-190.

Patel, Pooja, and Leslie Laud. 2009. "Helping Students to Add Detail and Flair to Their Stories." Preventing School Failure:Alternative Education for Children and Youth no. 54 (1):2-11. doi:10.3200/PSFL.54.1.2-11.

Pokorni, Judith L., Colleen K. Worthington, and Patricia J.Jamison. 2004. "Phonological Awareness Intervention: Comparison of FastForWord, Earobics, and LiPS." The Journal of Educational Researchno. 97 (3):147-158. doi: 10.3200/JOER.97.3.147-158.

Sadoski, Mark, and Victor L. Willson. 2006. "Effects ofa Theoretically Based Large-Scale Reading Intervention in a Multicultural UrbanSchool District." American Educational Research Journal no. 43(1):137-154. doi: 10.3102/00028312043001137.

Simos, P. G., J. M. Fletcher, E. Bergman, J. I. Breier, B.R. Foorman, E. M. Castillo, R. N. Davis, M. Fitzgerald, and A. C. Papanicolaou. 2002. "Dyslexic-specific brain activation profile becomes normal following successful remedial training." Neurology no. 58 (8):1203–1212.

Torgesen, J. K., A. W. Alexander, R. K. Wagner, C. A. Rashotte, K. S. Voeller, and T. W. Conway. 2001. "Intensive remedialinstruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches." Journal ofLearning Disabilities no. 34 (1):33-58, 78.

Torgesen, J. K., R. K. Wagner, C. A. Rashotte, J. Herron,and P. Lindamood. 2010. "Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches." Annals of Dyslexia no. 60 (1):40-56. doi:10.1007/s11881-009-0032-y.

Torgesen, Joseph K., Richard K. Wagner, Carol A. Rashotte,Elaine Rose, Patricia Lindamood, Tim Conway, and Cyndi Garvan. 1999."Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction." Journal of Educational Psychology no. 91 (4):579-593. doi:10.1037/0022-0663.91.4.579.

Truch, S. 1994. "Stimulating basic reading processes using Auditory Discrimination in Depth." Annals of Dyslexia no. 44.

Vanderberg, Laura E., Margaret E. Pierce, and Laurel J.Disney. 2011. "Reading Intervention Outcomes for Adults With Disabilities in a Vocational Rehabilitation Setting: Results of a 3-Year Research andDemonstration Grant." Rehabilitation Counseling Bulletin no. 54(4):210-222. doi: 10.1177/0034355211402518.

Wise, B. W., J. Ring, and R. K. Olson. 1999. "Training phonological awareness with and without explicit attention to articulation." Journal of Experimental Child Psychology no. 72:271-304.

Wise, B. W., J. Ring, and R. K. Olson. 2000."Individual differences in gains from computer-assisted remedial reading." Journal of Experimental Child Psychology no. 77 (3):197-235.doi: 10.1006/jecp.1999.2559.



"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 workshop 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

Awards

We are excited to announce that our CEO, Nanci Bell, received the Distinguished Leader in Special Education Award at the Third New York Citywide Special Education Conference on Saturday, January 26, 2013 at Hunter College in New York City.
Congratulations, Nanci!