Lindamood-Bell, in collaboration with the American Institutes for Research® (AIR)®, is participating in an efficacy study of Lindamood-Bell intervention for upper elementary students. 

The study aims to assess the effects of sensory-cognitive instruction and professional development on teacher implementation and reading outcomes for students in grades 3-5 who are diagnosed with, or at risk for, reading disabilities. 

As part of this initiative, Lindamood-Bell will provide training and job-embedded professional development in the Seeing Stars and Visualizing and Verbalizing programs for 300 educators across 50 public elementary schools, benefiting approximately 900 students requiring Tier 2 or Tier 3 interventions.

The programs include explicit and systematic instruction in the essential skills identified by the science of reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.  The five-year project is currently underway and has already engaged three school districts in the United States. 

 Reading difficulties often become apparent in the early years of education. These challenges can escalate without quick and effective intervention, leading to more significant and emotional problems in upper elementary grades. 

The American Institutes for Research® (AIR) is a nonpartisan, not-for-profit organization that conducts behavioral and social science research and delivers technical assistance to solve some of the most urgent challenges in the U.S. and around the world.