John is unable to read and spell words to his potential. He has been labeled "dyslexic" or "learning disabled." Despite numerous attempts, John cannot process written words and has to guess from memory or contextual cues.



A primary cause of decoding and spelling problems is difficulty in judging sounds within words. This is called weak phonemic awareness. Phonemic awareness is the ability to determine the identity, number, and order of sounds within words. This weakness causes individuals to add, omit, substitute, and/or reverse sounds and letters within words. They have difficulty reading, and cannot accurately judge whether what they say matches what they see. They may also struggle with spelling phonetically and/or learning a second language.



Individuals of all ages may have difficulty judging sounds within words. Although they may see letters correctly, they cannot detect and correct their errors in reading and spelling.

This causes weakness in:

  • Recognizing sameness/difference of phonemes
  • Discriminating the identity, number, and sequence of sounds within words
  • Blending sounds
  • Word attack
  • Spelling
  • Syllabication


The Lindamood Phoneme Sequencing® (LiPS®) Program develops phonemic awareness—the ability to determine the identity, number, and order of sounds within words. The program teaches students to discover and label the oral-motor movements of phonemes. The established articulatory feedback enables students to verify the identity, number, and sequence of sounds in simple, complex, and multisyllabic words. The sensory-cognitive function of phonemic awareness is applied to reading, spelling, and speech. 


The LiPS Difference


Unlike typical strategies that measure phonemic awareness, LiPS explicitly develops multisensory feedback, integrating articulation with language, so students can independently monitor and verify phonemes within words.




Students of all ages and learning abilities can benefit, including students with dyslexia, students receiving speech and language services, and students classified as English Learners.


Response to Intervention (RtI)


LiPS is generally utilized as a Tier 2 and 3 intervention for students struggling in phonemic awareness, word attack, reading, or spelling. It can be integrated with the Seeing Stars® program to simultaneously develop articulatory feedback and symbol imagery for independence in the reading process.


Common Core


LiPS develops the foundational skills students need to access grade level content and to prevent or remediate reading problems. LiPS explicitly teaches print concepts, phonemic awareness, phonics and word recognition, and fluency. Download our free White Paper to learn how sensory-cognitive instruction supports the Common Core.


English Language Learners


LiPS can benefit English learners by focusing on the motor-kinesthetic features of English phonemes, some of which may not be common in English learners' native languages. Additionally, LiPS provides the scaffolding many individuals need to be able to self-monitor and self-correct for independence.