Category: Professional Development
Arizona Addresses K-3 Literacy Needs Based on the Science of Reading
December 15, 2020
The Seeing Stars®, Visualizing and Verbalizing®, and LiPS® programs are now approved interventions for the Arizona Department of Education Move On When Reading (MOWR) program. Arizona’s MOWR policy is designed to provide students with evidence-based, effective reading instruction in kindergarten through third grade in order to position them for success as they progress through school, […]
Teaching in a Virtual Environment
September 17, 2020
Shared by Dorit Battaglia, First Grade Teacher, Central Union School District My students are excited to become better readers even though we are distance learning! I am able to utilize the skills I learned from the Lindamood-Bell in-person and online workshops. The biggest bang for our buck was receiving Seeing Stars, Visualizing and Verbalizing and […]
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®) […]
Teachers in Jamaica Are Taking Instruction to the Next Level
August 16, 2017
A teacher helps students connect imagery and language with the Visualizing and Verbalizing Program.
After attending introductory workshops this past spring, teachers in Jamaica are now engaged in language and literacy instruction. Educators trained in the Seeing Stars (for Reading and Spelling) and Visualizing and Verbalizing programs (for Language Comprehension and Thinking) are putting their new skills to use at an onsite summer reading clinic for students with special […]
Helping Students Around the Globe Reach Their Full Potential
May 10, 2017
This month, teachers in Jamaica were introduced to Lindamood-Bell’s™ Visualizing and Verbalizing (V/V) and Seeing Stars programs. This professional development opportunity was facilitated by the Sandals Foundation (‘the Sandals Foundation’) and funded by the CHASE (Culture, Health, Arts, Sports, and Education) Fund in an effort to increase literacy and math competency for Jamaican students with […]
Early Literacy Program Sees Success with Seeing Stars and Visualizing and Verbalizing (V/V) Programs
January 24, 2017
Through an Early Literacy Grant, Cañon City Schools in Colorado trained teachers in Seeing Stars and V/V to improve reading and comprehension skills. Results after only one semester show that students are progressing faster than expected. Lucky Us! to have Cañon City Schools as a partner in our mission to make a difference for ALL […]
NPR Dyslexia Series Highlights Lindamood-Bell, Seeing Stars® Intensive Intervention
November 28, 2016
Late last year, National Public Radio (NPR) premiered a five-part radio and blog post series titled “Unlocking Dyslexia” which highlighted new research and provided insights on dyslexia, the most common learning disability in the United States. In Part 1 of the series “Millions Have Dyslexia, Few Understand It,” reporter Gabrielle Emanuel shares her own experience of living […]
Sensory-Cognitive Instruction and Response to Intervention — A Paradigm Shift
May 20, 2016
By Tom Mendoza Congratulations! You have just completed a Seeing Stars®, Visualizing and Verbalizing®, or On Cloud Nine® Math Workshop, or have recently begun using any one of our research-validated programs. Now you’re ready to start helping students who have struggled for too long. Many schools use Lindamood-Bell’s programs in their Response to Intervention (RtI) […]
Programs Approved for Colorado READ Act
May 1, 2016
The Colorado Reading To Ensure Academic Development Act (READ Act) focuses on K-3 literacy, assessment, and individual plans for students reading below grade level. The Visualizing and Verbalizing®, Seeing Stars®, LiPS®, and Talkies® programs were recently included on the Colorado Department of Education’s Advisory List as instructional programs that meet the reading needs of students […]
UAB Study on Children with Autism: Improved Reading and Brain Activity Utilizing Visualizing and Verbalizing® Instruction
February 5, 2016
Autistic children improved reading and brain activity after 10-week reading intervention By Jeff Hansen Ten weeks of intensive reading intervention for children with autism spectrum disorder was enough to strengthen the activity of loosely connected areas of their brains that work together to comprehend reading, University of Alabama at Birmingham researchers have found. At the same time, the […]
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