Category: Reading and Spelling
How to Apply Concept Imagery to Increase Vocabulary
February 3, 2020
“It is impossible even to think without a mental picture.” – Aristotle In the field of reading, educators work with struggling students to develop phonemic awareness, sight words, and fluency. Many students have success in increasing their decoding skills, yet they may still struggle with background knowledge, vocabulary, and reading comprehension. They often continue to […]
Upcoming Conference Presentations
January 30, 2020
Results of our research-validated programs will be shared as part of Lindamood-Bell presentations at these upcoming conferences. 47th Annual Conference on Dyslexia and Related Learning Disabilities Date: February 3-4, 2020 Location: New York, NY Title of Presentation: “A Picture of Success: Teaching All Children to Read and Comprehend” 57th Annual International Conference. This year’s […]
A Student Sees the Stars
May 31, 2018
This story was shared by Sonya Bledsoe, a Special Education teacher in Tennessee who was trained in the Seeing Stars program. I started working with Sydney when she was a first grader. She was a quiet, solemn child. Nothing came easy for her. The alphabet and sight words seemed to be a foreign language. I […]
New Dyslexia Research on Seeing Stars Intervention Published in Nature Communications
July 3, 2018
Exciting new dyslexia research, titled “Rapid and Widespread White Matter Plasticity During an Intensive Reading Intervention,” was published this month in the scientific journal Nature Communications. The study, from the Institute for Learning and Brain Sciences at University of Washington (UW), examined growth in reading skills and white matter in school-aged, struggling readers. Diffusion MRI […]
Discovering How Reading Intervention Changes the Brains of Children With Dyslexia
September 29, 2017
University of Washington researchers are studying the effects of the Seeing Stars® program.
Researchers from the University of Washington are in the midst of a study using the Seeing Stars® intervention to better understand the underlying mechanisms of dyslexia. Typical interventions for dyslexics involve strategies to help struggling readers compensate. And while there are many programs and strategies that improve specific reading skills, such as phonemic awareness and […]
MIT Study Shows Benefit of Seeing Stars® Instruction
September 13, 2017
A recent study conducted at MIT shows the benefits of Seeing Stars instruction.
A recent study by the McGovern Institute for Brain Research and Cognitive Sciences at the Massachusetts Institute of Technology (MIT) utilized the Seeing Stars® program to test the efficacy of reading intervention with young children who have reading disabilities and difficulties. Brain regions grew significantly thicker in children whose reading scores improved after Seeing Stars instruction. […]
Closing the Achievement Gap in Canon City Schools
August 24, 2017
One year into implementing an Early Literacy Grant, Canon City School District in Colorado is seeing significant growth for some of its lowest performing students. More importantly, by targeting students in Kindergarten through 3rd grade, they are closing the achievement gap early on. The district is implementing the Seeing Stars® and Visualizing and Verbalizing® (V/V®) […]
3 Tips for Developing Sight Word Vocabulary
May 15, 2017
Nanci Bell working with a student on sight words.
The complex skill of reading requires the integration of auditory, visual, and language skills. Word recognition (orthographic processing and instant recognition of sight words) is a necessary component in the cascade of sub-skills needed for global reading. Students need extensive practice to acquire a substantial sight word vocabulary (words that are recognized by sight, […]
How to Deliver an Effective LiPS Lesson: 3 Tips for Dynamic Instruction
February 15, 2017
The Lindamood Phoneme Sequencing (LiPS) Program has been used effectively for over 30 years in developing phonemic awareness as a foundation for word reading, spelling, and speech. A key difference in the LiPS Program is its focus on oral-kinesthetic feedback in phonemic awareness for students who have difficulty perceiving the individual sounds blended within words. […]
7 Best Practices to Improve Reading and Comprehension for Your English Learners
January 10, 2017
Visualizing and Verbalizing (V/V) Our sensory-cognitive programs are often a critical missing piece in English Language Development. By adding the overlooked component of explicit sensory-cognitive instruction, we have seen evidence of an acceleration of language and literacy skills for many English Learners. Here’s how our programs work: Oral Language Development Learning a language is a […]
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