Lindamood-Bell Learning Processes

Organization and Contact

Organization Type

For Profit

Website Address

https://lindamoodbell.com/

Headquarter Location (City, State)

San Luis Obispo, California

Contact Name

Erika Blackwell, Director of Sales Operations

Contact Email

Erika.Blackwell@LindamoodBell.com

Program Overview

Mission

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.

Program Description

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.

Type of service

Tutoring Program

Other

Other type of service

Teacher professional development

Year Program Launched

1986

States of Operation

Alabama,

Alaska,

Arizona,

Arkansas,

California,

Colorado,

Connecticut,

Delaware,

Florida,

Georgia,

Hawaii,

Idaho,

Illinois,

Indiana,

Iowa,

Kansas,

Kentucky,

Louisiana,

Maine,

Maryland,

Massachusetts,

Michigan,

Minnesota,

Mississippi,

Missouri,

Montana,

Nebraska,

Nevada,

New Hampshire,

New Jersey,

New Mexico,

New York,

North Carolina,

North Dakota,

Ohio,

Oklahoma,

Oregon,

Pennsylvania,

Rhode Island,

South Carolina,

South Dakota,

Tennessee,

Texas,

Utah,

Vermont,

Virginia,

Washington,

Washington DC,

West Virginia,

Wisconsin,

Wyoming,

Virtual

Operation Locations

Lindamood-Bell operates in 56 locations around the world, including in the US, Singapore, UK, Australia, UAE and Hong Kong.

Students and Offerings

Grade Levels

Pre-Kindergarten,

Kindergarten,

1st Grade,

2nd Grade,

3rd Grade,

4th Grade,

5th Grade,

6th Grade,

7th Grade,

8th Grade,

9th Grade,

10th Grade,

11th Grade,

12th Grade

Subject Offered

Math,

Reading

Languages of Instruction

English

Delivery Model and Staffing

Delivery Mode

In-Person,

Virtual with a human tutor (e.g. Zoom)

Setting

During School,

Immediately before/after school

Tutor-Student Ratio

1:1 and 5:1 in homogeneous groups based on diagnostic data. Whole class, developmentally

Number of Weeks Per Program

Approximately 6

Number of Sessions Per Week

4-5 days per week

Number of Minutes Per Session

1 to 4 hours per day

Type of Tutor

Teacher,

Tutoring Staff

Percentage of tutors who can speak a language other than English

10% speak a language other than English

Does your program engage with parents?

Yes

Family Engagement Description

Family is encouraged to be involved in the tutoring and center.

Customer and Cost

Customer Type

District

Parent

School

Average cost for typical tutoring cycle

Two options: $855/tutor for Level 1 workshop (professional learning; program kit; continuing education credits) + Level 2 online community (discussion forums; live sessions; self-paced courses; available for first year of implementation) $4,900/tutor for

Research Evidence

Randomized controlled trial (RCT) study conducted?

Yes

RCT Citation

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
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2888606/

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/

RCT effect size

ES = +0.64

Quasi-experimental (QED) study conducted?

Yes

QED citation

Donnelly, P. M., Huber, E., & Yeatman, J. D. (2019). Intensive summer intervention drives linear growth of reading skill in struggling readers. Frontiers in Psychology, 10, 1900. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01900/full

Huber, E., Donnelly, P. M., Rokem, A., & Yeatman, J. D. (2018). Rapid and widespread white matter plasticity during an intensive reading intervention. Nature Communications, 9, 2260. https://www.nature.com/articles/s41467-018-04627-5

Yeatman, J.D. & Huber, E. (2019, January 8). Sensitive periods for white matter plasticity and reading intervention. https://www.biorxiv.org/content/10.1101/346759v3