At Lindamood-Bell, They DREAM BIG for learning.
They believe, passionately, that all children and adults can be taught to read and comprehend to their potential.
They identify strengths and weaknesses that may be affecting school performance in reading, comprehension, and math. Their instruction is based on an individual’s learning needs.
Some students come to them with previous diagnoses such as dyslexia, autism spectrum disorders, or general learning challenges—and they make a difference for each of them.
Some students seek their help to enhance their skills or to just make learning easier—and they do.
Their instruction is based on an individual’s learning needs.
They work with thousands of individuals.
Sitting with a child or an adult who struggles to read a word or comprehend a paragraph provides unique insight into the learning process.
Reading is an integration of processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension
Three sensory-cognitive functions underlie reading and comprehension:
1. Phoneme awareness is the ability to auditorily perceive sounds within words.
2. Symbol imagery is the ability to create mental imagery for sounds and letters within words.
3. Concept imagery is the ability to create mental representations for the whole; it is dynamic imagery of actions, scenes, movement, etc.
While individuals may have differences in their abilities, the processes needed for reading are not different. Sensory-cognitive functions can be developed, and change an individual’s ability to read and comprehend.
Independent reading and comprehension begins with concept imagery and symbol imagery. An individual must use sensory-input to monitor and self-correct as they read.
DUAL CODING THEORY
Reading is a cognitive act, consisting of language and imagery. Instruction must align with a theory of cognition to make a difference for students.
Lindamood-Bell® programs are unique.
Traditional reading and tutoring programs focus on content instruction.
Lindamood-Bell programs focus on the sensory-cognitive processing necessary for reading and comprehension.
Lindamood-Bell is the only official provider endorsed by the authors of these programs and offers the highest level of instructional quality and fidelity.
Seeing Stars® Program for Reading Fluency & Spelling
- Problem – Buzz has learned phonics and can sound out words, but he still struggles with reading words on the page.
He continues to have difficulty with remembering sight words and spelling words. His spelling is phonetically accurate, but he can’t remember the visual patterns of words (orthography).
Often he sounds out a word correctly, but doesn’t recognize that same word when he encounters it in the next paragraph.
- Cause – A cause of difficulty in establishing sight words and contextual fluency is difficulty in visualizing letters in words. This is called weak symbol imagery.
A significant number of students—even those who have well-developed phonemic awareness—have difficulty with rapidly perceiving sounds in words, and are slow to self-correct their reading errors.
- Symptoms – Individuals of all ages can experience the symptoms of weak symbol imagery.This causes weakness in:
- Memorizing sight words
- Sounding out words
- Orthographic awareness
- Phonemic awareness
- Contextual reading fluency
- Orthographic spelling
Solution – The Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling Program (SI) successfully develops symbol imagery for reading and spelling.
Long overlooked in the field of reading research, symbol imagery is an important function that can now be assessed and developed.
Visualizing and Verbalizing® Program for Cognitive Development, Comprehension, & Thinking
- Problem – Michelle reads words accurately, but she doesn’t understand what she reads. Words seem to “go in one ear and out the other” and she struggles with following directions. Her parents express frustration about her weak short term and long term memory. Her teachers think she is not trying, and she has been labelled as having ADHD.
- Cause – A primary cause of language comprehension problems is difficulty creating an imagined gestalt. This is called weak concept imagery. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole.
- Symptoms – Individuals of all ages may experience the symptoms of a weakness in concept imagery.
This causes weakness in:
- Reading comprehension
- Listening comprehension
- Critical thinking and problem solving
- Following directions
- Oral language expression
- Written language expression
- Grasping humor
- Interpreting social situations
- Understanding cause and effect
- Solution – The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.
Talkies® Program for Oral Language Comprehension & Expression
- Problem – Chip is in first grade, and has had a full-time tutor since he was three. His poor communication skills are causing him social difficulty, and he has difficulty expressing himself. He struggles with understanding language concepts.
- Cause – Weakness in concept imagery—the ability to create an imaged whole—prevents Chip from comprehending and expressing language well.
- Symptoms – Individuals of all ages can experience a significant weakness in the ability to create an imaged whole.
This causes weakness in:
- Difficulty with verbal and non-verbal expression
- Difficulty formulating sentences
- Difficulty following directions
- Apparent disengagement or frustration
Solution – The Talkies® program—the primer to the Visualizing and Verbalizing (V/V) program—is designed for students who need simpler, smaller steps of instruction to establish the imagery-language connection.
The goal of Talkies is to develop the dual coding imagery and language as a base for language comprehension and expression. Talkies is especially helpful for students with a limited oral vocabulary and/or limited ability to verbalize.
Research indicates Talkies benefits students previously diagnosed with an autism spectrum disorder. Talkies is also ideal for any preschool child.
Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech (LiPS®)
- Problem – Despite numerous attempts to teach him, John struggles with sounding words. When he attempts to read on the page, he guesses or uses context cues. He has been labeled as “dyslexic.”
- Cause – A primary cause of decoding and spelling problems is difficulty judging sounds within words. This is called weak phonemic awareness. Weak phonemic awareness causes individuals to add, omit, substitute, and reverse sounds and letters within words.
- Symptoms – Many children and adults experience the symptoms of weak phonemic awareness.
This causes weakness in:
- Recognizing sameness/difference of phonemes
- Discriminating the identity, number, and order of sounds within words
- Blending sounds
- Word attack
Solution – The LiPS® Program teaches students to discover and label the oral-motor movements of phonemes. Students can then verify the identity, number, and sequence of sounds in words.
Once established, phonemic awareness is then applied to reading, spelling, and speech.
On Cloud Nine® Math Program Visualizing & Verbalizing for Math
Our Results – Students who received On Cloud Nine® Math instruction achieved significant improvements in math.
A Real Difference – A few weeks can change learning Math—for life!