lindamood-bell learning centers informational overvie · 2015-05-29 · written language...

©2014 Lindamood-Bell Learning Processes

Lindamood-Bell® Learning Centers

Informational Overview


Workshops

& Conferences

5,000+ Teachers/Year

Int’l Conference

School

Partnerships

In Over 100 Schools

Internationally Recognized

Learning Centers

56 US Locations

1 UK Location

3 Australia Locations

100+ SLCs


Director and CEO

Nanci Bell

Milestones

Co-founded Lindamood-Bell

with Patricia Lindamood in 1986

Achieved AdvancEd accreditation June 2014

All Learning Centers owned, operated,

and quality controlled by the original founders


We believe, passionately, that children

and adults can be taught to read and comprehend.

We believe that sensory-cognitive functions are

the first dominoes in language and literacy skills.

We believe that imagery

is a primary sensory-cognitive domino.


Sensory-Cognitive Functions

Phonemic Awareness (PA): the ability to perceive the

identity, number, and sequence of sounds within words.

Symbol Imagery (SI): the ability to create mental

representations for sounds and letters within words.

Concept Imagery (CI): the ability to create an imaged

gestalt (whole) from oral or written language.


Sensory Input

Self-Correct

Independence

Monitor


The K-12 Pipeline

Weak language and literacy skills are the primary cause of

failure to make one year of gain for one year of instruction.

Weakness in sensory-cognitive

functions underlies weakness

in language and literacy skills.

weak language comprehension

weak reading

K

1

2

3

4

5

6

7

89

10

11

12

PA

CISI


The Reading Circles

Sensory-cognitive functions for the component parts of reading.

A Paradigm of Integration

Language

Auditory

Contextual Reading

PA & SI

Visual

SI

Word Rec.Word Attack

Comprehension

Vocabulary


Sensory-cognitive

functions are the first dominoes.

Processing language is a cognitive act.

Instruction in language and literacy

should match a theory of cognition.


Dual Coding Theory

Allan Paivio created Dual Coding Theory (DCT), a general

theory of cognition.

“Performance is mediated by the joint activity of verbal and

nonverbal systems…cognition is always an interplay

between the verbal and nonverbal systems.”

Paivio suggested that linguistic competence and

performance are based on a substrate of imagery.

“Individuals differ in the extent, manner, and efficiency of

employment of each of the systems according to their verbal

and nonverbal habits and skills.”


Decoding Comprehension

Dyslexia

Comprehension

Auditory

Language

Hyperlexia/Autism

Imagery and the

Language Processing Spectrum

Visual

Two types of imagery are needed for language processing:

Symbol Imagery and Concept Imagery.


Hyperlexia/Autism

LanceCA: 16-2 years, 10th grade

PPVT: 17-11 Mental Age

Retained in second grade

Struggled early to learn to read

Always in summer school

Taught with many different reading programs like:

• Formula Phonics

• Total Reading

• Slingerland

• Orton-Gillingham

Comprehension

Auditory

Language

Imagery and the

Language Processing SpectrumDyslexia

Visual


Comprehension

Auditory Visual

Language

LAC Test:

Word Attack:

Word Recognition:

Paragraph Reading:

Spelling:

Oral Directions:

64/100

2.2 Grade Level

5.1 Grade Level

5.8 Grade Level

<3.0 Grade Level

75th Percentile

CA: 16-2 years, 10th grade


Lance

Cannot decode but can comprehend. (Dyslexic?)


Students cannot self-correct because they cannot auditorily

perceive (PA) and visually image (SI) that they omitted the ‘r.’

stream

Examples of Weakness in PA & SI

steam

“steam”


Symptoms of Weakness

Weak word attack skills

Weak word recognition skills

Difficulty learning and retaining sight words

Weak phonological spelling skills (optnrty for opportunity)

Weak orthographic spelling skills (opertunity for opportunity)

Difficulty reading fluently in context

Difficulty monitoring, self-correcting reading & spelling errors

Slow and laborious decoding skills

May be labeled Dyslexic

Phonemic Awareness & Symbol Imagery


Hyperlexia/Autism

Comprehension

Auditory

Language

Imagery and the

Language Processing SpectrumDyslexia

Visual

MichelleCA: 17-4 years, 12th grade


Dropping out of high school

• Not enough credits to graduate

Flat affect

Soft spoken

No eye contact

Poor self-esteem


LAC Test:Word Attack:Word Recognition:Paragraph Reading: Spelling:Reading Comp.:Silent Rdg. Comp.:Oral Directions:

100 (+6)>12.9 Grade Level>12.0 Grade Level>12.0 Grade Level>12.0 Grade Level9th Percentile10th Percentile9th Percentile

CA: 17-4 years, 12th grade


Michelle

Can decode but cannot comprehend. (Hyperlexic/Autistic?)

Comprehension

Auditory Visual

Language


partsOral Language

Written Language

Students process PARTS as they read.


Main Idea

Conclusion

Inference

Predict/Extend

Evaluate

Higher Order ThinkingOral Language

Written Language

Imagery is sensory information that prevents

language from going in one ear and out the other.

Imaged Gestalt

(whole)


Symptoms of Weakness

Difficulty with:

written language comprehension

oral language comprehension

critical, logical, abstract thinking and problem solving

following directions

expressing language orally

expressing language in writing

grasping humor

interpreting social situations

cause and effect

attention and focus

mental mapping

responding to a communicating world

Concept Imagery


Who Are Our Students?

Students with one primary sensory-cognitive weakness

Students with weaknesses in both areas

Students with varying degrees of both weaknesses (e.g.,

significant difficulty in decoding and mild difficulty in

comprehension)

Students with previous diagnoses like Dyslexia, ADHD,

or ASD

Students age 4 through adult


Lindamood-Bell

Identification of Strengths and Weaknesses

A range of standardized language and literacy tests

Review of other outside evaluations

Analysis and Consultation

Profile explained

Instruction plan offered

Learning Ability Evaluation


Lindamood-Bell

Based on the individual’s learning needs

One-to-one instruction

Layers of instructional staff to oversee progress of each

student

Director of Instruction works with centers to ensure

quality instruction for each student

Videoconferencing used to observe students in session

around the globe

Standardized Instructional Development Workshops for

all instructional staff

Instruction


Lindamood-Bell

Daily instruction

5 days a week

1-6 sessions per day

A different Clinician each hour; same schedule

throughout the week

Breaks between sessions

Variety of tasks to keep students engaged and motivated

Recognition tools and incentive plans

Instruction


Lindamood-Bell

Supervision by Consultants and Instructional Support

Team

Progress Updates including observation and written

summary

Parent practice sessions to reinforce skills at home

Retest to determine the next steps for the student

• Special services available during the school year

• School visits to discuss progress with team

• Annual reassessment

Instruction


Our Programs

Seeing Stars® (SI™) program

Lindamood Phoneme Sequencing® (LiPS®) program

Visualizing and Verbalizing® (V/V®) program

Talkies® program

On Cloud Nine® (OCN™) Math program

A Brief Overview


LanceCA: 16-2 years, 10th grade


LAC Test:

Word Attack:

Word Recognition:

Paragraph Reading:

64/100

2.2 Grade Level

5.1 Grade Level

5.8 Grade Level

100/100

10.1 Grade Level

9.8 Grade Level

8.9 Grade Level

What Happened to Lance?

Auditory Visual

Language

Comprehension


Decoding StudentsAverage Hours of Instruction: 100

n = 4,591 • Average Grade Level: 3rd

2330

1625 21

137 6

34 30

47

7061 58

50 47

32

19 19 16

5545

58

77

0

25

50

75

100

Pre- and Posttest Percentiles

PosttestPretest

*Statistically significant (p ≤ .05)

Based on students who received between 20 and 240 hours of

SI only instruction at Learning Centers, 2008 through 2014.


Decoding Students

15.3

10.4

15.4

9.3

4.7 3.7

9.77.2 8.3

6.64.1

2.6

0.0

5.0

10.0

15.0

20.0

Average Standard Score Changes

Medium (3.0–4.5)Large (> 4.5) Small (< 3.0)

Average Hours of Instruction: 100

n = 4,591 • Average Grade Level: 3rd


SI only instruction at Learning Centers, 2008 through 2014.


Reading Comp:

Silent Rdg. Comp:

9th Percentile

10th Percentile

40th Percentile

40th Percentile

What Happened to Michelle?

MichelleCA: 17-4 years, 12th grade


Auditory Visual

Language

Comprehension


Comprehension StudentsAverage Hours of Instruction: 99

n = 3,079 • Average Grade Level: 6th

61

42

63 68 70

5042 45

2514

3239

75

55

70 73 73

53 53 50 47

30

47 50

0

25

50

75

100

Pre- and Posttest Percentiles

PosttestPretest

*Statistically significant (p ≤ .05)


V/V only instruction at Learning Centers, 2008 through 2014.


Comprehension Students

Average Standard Score Changes

Medium (3.0–4.5)Large (> 4.5) Small (< 3.0)

Average Hours of Instruction: 99

n = 3,079 • Average Grade Level: 6th

5.8 5.7

7.5

1.50.8 0.4

3.92.8

9.58.5

6.0

4.1

0.0

3.0

6.0

9.0

12.0


V/V only instruction at Learning Centers, 2008 through 2014.


For more information or to sign up for an evaluation:

Call (503)567-8028

Email [email protected] or

[email protected]

lindamood-bell learning centers informational overvie · 2015-05-29 · written language...

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