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MAY 2007

Lindamood-Bell: Success for Students with Learning Difficulties

By Liza Young

Lindamood-Bell Learning Processes provides a haven of learning for students, from pre-K to adult age, with mild to severe learning disabilities, across the spectrum of Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, and autism spectrum disorder.

Education Update recently visited the New York base of Lindamood-Bell, located in a welcoming town house on the Upper East Side, decorated to evoke the comforts of home, where we watched the trademark one-to-one instruction with students of varying ages and learning difficulties engaging in tasks ranging from decoding to comprehension.

The high success rate of Lindamood-Bell —with typical jumps in grade level in 6-8 weeks—is based on a foundation of comprehensive research in learning, dating back thirty years.

In a demonstration of the techniques used with students, Jennifer Egan, Director of the Lindamood-Bell Center, provided an enlightening view of two case studies of children with learning difficulties, and the resources and tools used to overcome them.

Student “Lance” is behind grade level in spelling and fluency in reading, based on difficulty in visualization of letters in words, slowing down phonetic processing and limiting spelling ability. Lindamood-Bell employs the “Seeing Stars” program for students such as Lance, which uses a unique sensory-cognitive approach, combining imagery and language, to achieve phonemic fluency and improvement in spelling skills, moving from individual letters to multiple syllables, and then to the context of reading as well as spelling. An additional tool is the Lindamood-Bell Phoneme Sequencing program (LiPS) to increase phonemic awareness through highlighting actions of the mouth involved in producing sounds of words.

In the case of student “Michele,” who is hyperlexic—above grade average in spelling, and phonemic awareness, but with difficulty in reading and oral comprehension— the tools used by Lindamood-Bell help Michele to move from getting only parts of what she reads and hears, to getting a “gestalt,” the whole picture. A program of visualizing and verbalizing, focusing on concept imagery is used to help Michele “make movies in her mind’s eye.”

The overriding philosophy at Lindamood-Bell is geared towards independent learning; students are not simply given answers to problems during learning, but are guided towards finding answers through a questioning process geared towards self-correction.

The Lindamood-Bell learning process begins for all students with a full diagnostic evaluation, pinpointing a student’s strengths and weaknesses. Regular and intensive instruction is available, with regular instruction occurring an hour each day over the course of between 4-6 months, while intensive instruction includes four hours a day of learning over 6-8 weeks, encompassing 120-140 hours. Group instruction is additionally available, with a maximum of five students per group.#

For more information visit www.lblp.com.

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