Category: Reading and Spelling

 

Discovering How Reading Intervention Changes the Brains of Children With Dyslexia

Discovering How Reading Intervention Changes the Brains of Children With Dyslexia

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 […]

 
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MIT Study Shows Benefit of Seeing Stars® Instruction

MIT Study Shows Benefit of Seeing Stars® Instruction

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. […]

 
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Closing the Achievement Gap in Canon City Schools

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®) […]

 
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3 Tips for Developing Sight Word Vocabulary

3 Tips for Developing Sight Word Vocabulary

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, […]

 
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How to Deliver an Effective LiPS Lesson: 3 Tips for Dynamic Instruction

How to Deliver an Effective LiPS Lesson: 3 Tips for Dynamic Instruction

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. […]

 
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7 Best Practices to Improve Reading and Comprehension for Your English Learners

7 Best Practices to Improve Reading and Comprehension for Your English Learners

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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NPR Dyslexia Series Highlights Lindamood-Bell, Seeing Stars® Intensive Intervention

NPR Dyslexia Series Highlights Lindamood-Bell, Seeing Stars® Intensive Intervention

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 […]

 
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How to Deliver an Effective Seeing Stars® Lesson: 3 Tips for Dynamic Instruction

How to Deliver an Effective Seeing Stars® Lesson: 3 Tips for Dynamic Instruction

Tip 1: DRIVE THE SENSORY BUS. Use language to directly and explicitly stimulate the sensory input of symbol imagery. For example, the language “What letters do you picture for the word ‘thought’?” stimulates imagery, whereas the language, “How do you spell ‘thought’?” does not. Tip 2: EMPHASIZE ORTHOGRAPHIC PROCESSING. In Seeing Stars, only a few […]

 
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Malayaka House and LiPS® Program Helping Children Read in Uganda

“I am always grateful for the difference our work has brought to many but never more so than when I see the long arm of our reach. Children you and I will never meet now have a better chance in the world.” -Nanci Bell Co-founder of Lindamood-Bell and Founder of Gander Publishing Thirty years ago, Nanci […]

 
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Seven Essential Strategies to Strengthen Language and Literacy Skills for English Learners

by Margaret Towner What do you picture for “See ya”? A teacher stood at her 4th-grade classroom door to say goodbye to her students. “See ya!” she said. Maribel looked at her in bewilderment and said, “Silla?” The teacher nodded and again said, “See ya. See ya tomorrow.” Maribel nodded her head and left the classroom. […]

 
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