Lindamood-Bell Learning Processes

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 Started
1986
Headquarter Location (City, State)
San Luis Obispo, California
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.
Subject Offered
Math,
Reading
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
Languages Offered
English
Percentage of tutors who can speak a language other than English
10% speak a language other than English
Setting
During School
Out of School
Delivery Mode
In-Person
Virtual
Student-Tutor Ratio
1:1 and 5:1 in homogeneous groups based on diagnostic data. Whole class, developmentally
Number of Sessions Per Week
4-5 days per week
Number of Minutes Per Session
1 to 4 hours per day
Number of Weeks Per Program
Approximately 6
Does your program engage with parents?
Yes
Family Engagement Description

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

Organization Type
For Profit
Customer Type
District
Parent
School
Cost to District/ School/ Non-Profit
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
Cost to Student
Per hour, cost varies by location
Type of Tutor
Teacher
Tutoring Staff
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
Contact Name
Erika Blackwell, Director of Sales Operations

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The inclusion of an organization's information in the Tutoring Database does not indicate that Brown University, the Annenberg Institute for School Reform at Brown University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.