Lindamood-Bell Learning Processes | Peer-reviewed Articles

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Results

Research Articles

Presentations

The following is a list of research articles specifically on the Lindamood-Bell Learning Processes® methods.

A Project of Hope: Lindamood-Bell Center in a School Project Final Evaluation Report.

Burke, C., Howard, L. & Evangelou, T. (2005). A Project of Hope: Lindamood-Bell Center in a School Project Final Evaluation Report. Retrieved December 13, 2006, from www.sandag.org.

Alterations in the Functional anatomy of reading induced by rehabilitation of an alexic patient.

Adair, J., Nadeau, S., Conway, T., Gonzalez-Rothi, L., Heilman, P., Green, I., & Heilman, K. (2000). Alterations in the Functional anatomy of reading induced by rehabilitation of an alexic patient. Neuropsychiatry, Neuropsychology and Behavioral Neurology, 13 (4), 303-311.

Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD.

Aaron, P.G., Joshi, R.M., Gooden, R., & Bentum, K.E. (2008). Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD. Journal of Learning Disabilities, 41 (1), 67-84.

Dyslexia-specific brain activation profile becomes normal following successful remedial training.

Simos, P., Fletcher, J., Bergman, E., Breier, J., Foorman, B., Castillo, E., Davis, R., Fitzgerald, M., & Papanicolaou, A. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203-1212.

Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities.

Kennedy, K., & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities Research and Practice, 8 (4), 253-259.

Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District.

Sadoski, M. and Willson, V. (2006). Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District. American Educational Research Journal, 43, 1, 137-154.

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