Lindamood-Bell is committed to teaching children and adults to read and comprehend to their potential. We have dedicated ourselves to refining and researching our instruction in language and literacy processing. The result is research-validated instruction that you can believe in.
Lindamood-Bell is an international literacy organization that offers specific evidence-based programs to address decoding and comprehension skills, thereby positively affecting academic performance. Lindamood-Bell's programs develop the sensory-cognitive processes that underlie reading and comprehension. Instruction is based on the individual's learning needs. The company delivers instruction in learning centers that are stand alone or within schools, in online environments, and in schools throughout the USA.
Teacher professional development
Family is encouraged to be involved in the tutoring and center.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60, 40-56. doi:10.1007/s11881-009-0032-yb
Olulade, O. A., Napoliello, E. M., & Eden, G. F. (2013). Abnormal visual motion processing is not a cause of dyslexia. Neuron, 79(1), 180-190. https://www.cell.com/neuron/fulltext/S0896-6273(13)00395-4
Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). Changes in intrinsic local connectivity after reading intervention in children with autism. Brain and Language, 175, 11-17. https://www.researchgate.net/publication/319458178_Changes_in_intrinsic_local_connectivity_after_reading_intervention_in_children_with_autism
Murdaugh, D. L., Deshpande, H. D. & Kana, R. K. (2015). The impact of reading intervention on brain responses underlying language in children with autism. Autism Research, 9, 141-154. doi:10.1002/aur.1503
Murdaugh, D. L., Maximo, J.O., & Kana, R.K. (2015). Changes in intrinsic connectivity of the brain's reading network following intervention in children with autism. Human Brain Mapping, 36, 2965-2979. https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbm.22821
Krafnick, A. J., Flowers, D. L., Napoliello, E. M., & Eden, G. F. (2011). Gray matter volume changes following reading intervention in dyslexic children. Neuroimage, 57, 733-741. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3073149/