Category: Research

 

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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UAB Study on Children with Autism: Improved Reading and Brain Activity Utilizing Visualizing and Verbalizing® Instruction

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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What does it mean to ‘Dream Big for Learning?’

We asked Nanci Bell: “What does it mean to ‘Dream Big for Learning?’” In 1986, Pat Lindamood and I established the first Lindamood-Bell Learning Center. Our vision was to help each child reach his or her potential, no matter the age, no matter the previous diagnosis, nor the extent of the struggle with learning to […]

 
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