l s r ni 2012 learning center results - lindamood …...lindamood-bell learning processes is pleased...

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2012Learning Center

Results

Learning Processes

Lindamood-Bell Learning Processes is pleased to present the results of instruction for the nearly 3,000 students who attended our 50 permanent Learning Centers and 39 seasonal clinics across the United States, Australia, and the United Kingdom in 2012.

Our continued success is due to the unique Lindamood-Bell® approach: we accurately assess individual needs; provide research-validated, sensory-cognitive instruction; and, create an environment that is safe, positive, and focused.

For nearly three decades, individuals have sought help from Lindamood-Bell. Each year we serve many students with learning difficulties and those who have previous diagnoses such as Autism Spectrum Disorders, dyslexia, ADHD, and specific learning disabilities. In addition, many of our students have language processing skills within the normal range, but are struggling and unable to perform where expected academically.

Lindamood-Bell Learning Centers are able to provide customized instruction for this wide range of individuals. No one can match our experience, our quality of instruction, our commitment to ongoing research and development, and our passion to expand the implementation and success of our instructional programs.

Dave HungerfordDirector of Research & Development

1

Due to the extremely diverse nature of the population of individuals we service, Lindamood-Bell makes no guarantee or representation of warranty (express or implied) regarding an individual’s results from program participation, or as compared to the aggregate results contained in this report. Results will vary from student to student.

Introduction from theDirector of Research & Development

2

Table of Contents

Lindamood-Bell® Learning Centers ............................................................................... 3

Lindamood-Bell® Student Profile................................................................ .................... 4

Learning Ability Evaluation ................................................................ ........................... 5

Results from Comprehension Instruction ....................................................................... 6

Results from Decoding Instruction ................................................................................ 7

Results from Decoding, Comprehension, & Math Instruction......................................... 8

Results for Students with Prior Diagnoses ....................................................................... 9

Autism Spectrum Disorders .......................................................................................... 10

Attention Deficit Hyperactivity Disorder (ADHD) .......................................................... 11

Specific Learning Disability (SLD).......... ...................................................................... 11

Dyslexia.................................................. ............................................................ 12

Hyperlexia........................................................... ...................................................... 12

Results for Specific Groups of Students ....................................................................... ... 13

Pre-Kindergarten to Second Grade ................................................................................ 13

Adults ................................................................................................................... 13

Visualizing and Verbalizing® (V/V®), Lindamood Phoneme Sequencing Program® (LiPS®), Seeing Stars® (SITM), and On Cloud Nine® Math (OCNTM) are trademarks and are the property of their respective owners. All of the materials on these pages are copyrighted by Lindamood-Bell Learning Processes. All rights reserved. No part of these pages, either text or image, may be used for any purpose other than personal use. Therefore, reproduction in any form or by any means, for reasons other than personal use, is strictly prohibited without prior written permission from Lindamood-Bell.

Lindamood-Bell ® Learning Centers

Decoding—Instruction to develop word reading, phonemic awareness, symbol imagery, word attack, spelling, and fluency skills.

Appropriate Instructional ProgramsThe Seeing Stars® (SI™) program develops symbol imagery and phonemic awareness for reading, spelling, and fluency.

The Lindamood Phoneme Sequencing®

(LiPS®) program develops phonemic awareness for reading, spelling, and speech.

Comprehension—Instruction to develop written and oral language comprehension and expression, vocabulary, and critical thinking skills.

Appropriate Instructional ProgramsThe Visualizing and Verbalizing® (V/V®) program develops concept imagery for language comprehension, vocabulary, and critical thinking.

The Talkies® program is a V/V primer that develops oral language comprehension and expression for young students or students with very low oral vocabulary.

Decoding and Comprehension—Instruction to develop both decoding and comprehension.

Appropriate Instructional ProgramsThe Seeing Stars®, LiPS®, and Visualizing and Verbalizing® programs. Individual differences dictate the ratio and overall time of instruction recommended.

Math—Instruction to develop mathematical computation and thinking.

Appropriate Instructional ProgramThe On Cloud Nine® (OCNTM) Math program applies symbol and concept imagery to arithmetic and mathematical reasoning. This improves computational skills and the ability to solve word problems.

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At Lindamood-Bell® Learning Centers students receive instruction differentiated to meet their needs. All

instructional programs include unique teaching techniques and are delivered from highly trained and qualified staff. Below are some areas of language processing and the programs used to strengthen these domains.

“Our careful, thought out decision [to come to Lindamood-Bell] was a difficult one, but it has CHANGED HER LIFE. We will never have a moment of regret.

Excellent programs to address educational weaknesses are hard to find. The proven methods of Lindamood-Bell have made every bit of difference for Erin’s educational and emotional success.

E is so pleased and confident in her abilities and is thriving in school.”

~ Erin’s Father

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The following tables show the distribution of the age and grade of students who received instruction at our Learning Centers in 2012. The average age was 10.4, and the majority of clients were between 8 and 12 years old. The average grade level was 4.7. More males attended than females: 60 to 40 percent, respectively.

Many individuals have sought help from their school districts and other reading instruction providers before seeking help from Lindamood-Bell.

Individuals who reported... • Receiving speech therapy: 41% • Receiving special education services: 36% • Receiving remedial reading help at school: 34% • Repeating a grade: 15% • Being identified as Gifted: 6%

The following chart shows the type of instruction our clients received in 2012. The OCN math and Talkies students may have received instruction in additional programs.

Lindamood-Bell ® Student Profile

Grade of Our Clients

0

100

200

300

400

500

18-711716151413121110987654

10

68

214

406

462

AGE OF STUDENTS

NUMB

ER O

F STU

DENT

S

482

375

298

190

127

74 62 48

151

224

0

300

600

900

1200

1500

Adult9th—12th6th—8th3rd—5thPre-K—2nd

983

1236

GRADE LEVEL

NUMB

ER O

F STU

DENT

S

593

259110

Math - 320

Decoding &Comprehension - 802

Comprehension - 694

Decoding - 1098

Talkies - 32

37%

27%

1%

24%

11%

Age of Our Clients

“The daughter that I see now loves to read.

Lindamood-Bell was able to provide the right setting, instructors, and resources to aid Sara in her comprehension deficit and build her self-esteem that was robbed by years of wrong placement and diagnosis.

I cannot say enough good things about this program.” ~ Sara’s Mother

Learning Ability Evaluation

INTERPRETATION

Each individual receives a Learning Ability Evaluation to determine his or her areas of strength and weakness in reading, spelling, and comprehension.

Lindamood-Bell uses nationally normed, standardized tests to measure the progress of our students. In order to determine the level of a particular skill, a percentile score is used. Derived from standard scores, a percentile is a ranking (1 to 99) of people at the same age. For example, if a student scores at the 75th percentile, he performs better than 74 people of the same age.

Standard scores are used to determine the magnitude of any change from pretest to posttest. The tests we use have a mean of 100 and a standard deviation of 15. While there is no definitive interpretation, researchers generally agree that an improvement of practical significance ranges from 3.0 to 4.5 standard score points. Bars showing standard score gains that are below the range are colored blue, within the range are purple, and above the range are green.

Aggregate gains from pretest to posttest instruction are checked for statistical significance using paired t-tests. Significance is not a measure of the size of gains, but of the probability that the gains are the result of instruction. Statistically significant results (which are unlikely to have occurred by chance) are noted with an asterisk.

All students included in these results had at least 20 and less than 240 hours of instruction, comprising about 90% of our overall clientele.

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Percentile Range DefinitionBelow 25th Below Normal Weakness

25th - 36th Within Normal Moderate Difficulty

37th - 62nd Within Normal Adequate Ability

63rd - 75th Within Normal Ease

Above 75th Above Normal Strength

TEST TASK

Symbol Imagery Image and manipulate orthographic and phonemic patterns

Phonemic Awareness Perceive sounds in isolation and within words

Word Attack Read a list of progressively difficult nonsense words

Word Recognition Read a list of progressively difficult real words

Spelling Spell a list of progressively difficult real words

Paragraph Reading Rate, Accuracy, and Fluency Read paragraphs aloud

Vocabulary Select one picture from four that matches a spoken word

Comprehension Answer multiple-choice questions after reading a paragraph aloud

Following Directions Mark visual material after hearing spoken directions

Word Opposites Say the opposite of a verbally provided word

Math Computation Solve problems from basic arithmetic fractions to basic algebra

Math Story Problems Read and solve simple to complex story problems that require computation

LargeMediumSmall

Below are the results for students who scored at or below the 25th percentile on text comprehension at the pretest. On average, they scored at the 5th percentile, substantially below the normal range of function. Their average score, following instruction, was the 27th percentile. The majority of these students received between four and eight weeks of instruction.

Roughly half of Lindamood-Bell students received instruction to improve their comprehension skills.

Below are the results for students who scored at the 37th or 50th percentile on text comprehension at pretest. This would be considered in the normal range. As seen below, the students made substantial gain on a measure of reading comprehension and on a test that requires listening comprehension (Oral Directions).

ComprehensionResults of Students Who Received Comprehension Instruction

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Severe Comprehension Weakness

Moderate Comprehension Weakness

0

5

10

15

20

25

30

35

Comprehension*Oral Directions*Word Opposites*Vocabulary*

21

32

*Statistically significant (p < .05)

Pre- and Posttest Percentiles

18

30

6

18

5

27

Pre Post

0

3

6

9

12

15

ComprehensionOral DirectionsWord OppositesVocabulary

Average Standard Score Changes

4.66.0

8.1

14.8

Small Medium Large

01020304050607080


5361

*Statistically significant (p < .05)


42

55

25

45 42

58

Pre Post

012345678

ComprehensionOral DirectionsWord OppositesVocabulary

3.6

5.0

7.9

6.0

Small Medium Large


“The day our family learned of Lindamood-Bell Learning Processes was the day our lives changed forever. We will be forever grateful.”

~ Garrett’s Father

The majority of students who exhibited weakness in decoding received instruction using the Seeing Stars program. Below are the results from before and after Seeing Stars instruction. Most students received between four and eight weeks of instruction, and many students made a substantial improvement that allowed them to read text with confidence and proficiency. Additionally, notice the change in comprehension that also resulted from decoding instruction.

DecodingResults of Students Who Received Decoding Instruction

7


23

63

32

61

39

68

25

47

6

19

34

55

0

10

20

30

40

50

60

70

80

*Statistically significant (p < .05) Pre Post

Comprehension*Paragraph ReadingAccuracy*

WordRecognition*

WordAttack*

PhonemicAwareness*

SymbolImagery*


16.4

10.89.910.7

9.08.1

0

5

10

15

20

Small Medium Large

ComprehensionParagraph ReadingAccuracy

WordRecognition

WordAttack

PhonemicAwareness

SymbolImagery

Results of Students Who Received Decoding & Comprehension InstructionMany students received both Visualizing and Verbalizing and Seeing Stars instruction. Clearly, decoding and comprehension have a crossover effect, and the results below indicate substantial growth for these lower-performing students.

Decoding, Comprehension, & Math

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MathematicsThe same underlying sensory-cognitive functions that affect decoding and comprehension skills also can affect mathematics. Lindamood-Bell Learning Centers provide instruction using the On Cloud Nine (OCN) Math program for students exhibiting difficulty. The results from 2012 clients who received OCN instruction are as follows.


11.7

5.8 6.2

0

3

6

9

12

15

ComprehensionStory ProblemsComputation

Small Medium Large


14

3927

42

61

75

0

25

50

75

100


Computation* Story Problems* Comprehension

66

53

66

53

30

50 53

12

4234

27 27

42

2734

1827

42

01020304050607080



OralDirections*

WordOpposites*

ParagraphReading

Accuracy*

WordRecognition*

WordAttack*

PhonemicAwareness*

SymbolImagery*

Vocabulary*Comprehension*

Average Standard Score Changes14.9

10.69.2

7.0

9.88.8

5.9

8.0

3.7

0

3

6

9

12

15

Small Medium Large

OralDirections

WordOpposites

WordRecognition

WordAttack

SymbolImagery

ComprehensionParagraphReadingAccuracy

VocabularyPhonemicAwareness

“Your program opened my son’s brain and gavehim a chance for a happy, productive, and fulfilling life.”

~ A Parent

Students with Prior Diagnoses

Approximately 60% of 2012 Lindamood-Bell students reported having received a diagnosis prior to attending instruction.

The following chart shows the number and percentage among those who reported the four main diagnoses.

• Autism Spectrum Disorder (including Asperger’s Syndrome, Pervasive Developmental Disorder, and Autism)

• Attention Deficit Hyperactivity Disorder (includes ADD)

• Dyslexia

• Specific Learning Disability

• Other diagnoses (including, but not limited to Central Auditory Processing Disorder and Speech or Language Impairments)

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“The instructors at your learning center are excellent, and we feel very fortunate that Alex has had the opportunity to learn from the best!

We would definitely recommend your center to anyone who wants to unlock their child’s full learning potential.”

~ Alex’s Father

Number and Percent of Students (total of 3,191)by Prior Diagnosis1362

802

574

389 346

630

0

250

500

750

1000

1250

1500

43%

25%

18%12% 11%

20%

OtherASDSpecificLearning Disability

DyslexiaADHDNot Reported

Results by Prior Diagnoses

Results of Students with Autism Spectrum DisordersThis class of disorders is a rapidly growing concern, with the Center for Disease Control reporting 1 in less than 88 children in the United States being affected. Individuals exhibit a wide range of strengths and weaknesses, and the majority of those attending the Lindamood-Bell Learning Centers received instruction to strengthen language comprehension. The following are the average results for those individuals.

0

5

10

15

20

25



16

23

13

23

3

8 7

18


10

Asperger’s SyndromeAverage Standard Score Changes

3.1

5.8 6.0

9.3

0

2

4

6

8

10

Small Medium Large

ComprehensionOralDirections

WordOpposites

Vocabulary

Pervasive Development Disorder Average Standard Score Changes

4.5

6.47.3

10.7

0

2

4

6

8

10

Small Medium Large


WordOpposites

Vocabulary

AutismAverage Standard Score Changes

4.15.2

7.56.6

0

2

4

6

8

10

Small Medium Large


WordOpposites

Vocabulary

“We do not have the words to describe to you, just what a difference you have made in our lives. The words ‘thank you’ just do not seem to be enough, but we truly appreciate what Melissa gained from attending your classes. You’ve given us back our daughter. Melissa now has the future she was meant to have.” ~ Melissa’s Mother


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Results of Students with Specific Learning DisabilitySpecific Learning Disability (SLD) is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Typically conferred by a psychologist, a diagnosis of an SLD usually qualifies a student for special education services. Below are the results for students reporting SLD who received Seeing Stars and/or Visualizing and Verbalizing instruction.

Results of Students with Attention Deficit Hyperactivity Disorder (ADHD)

It is estimated that between 5-8% of the general population of children qualify as ADHD. Hyperactivity, inattentiveness, and/or impulsiveness are the main characteristics. Twenty-five percent of the students attending Lindamood-Bell Learning Centers in 2012 reported having been diagnosed with ADHD. Their instruction was fairly evenly split between decoding, comprehension, and a combination of the two. The results follow.


7.9

9.98.3

0

3

6

9

12

15

Small Medium Large

ComprehensionWordAttack

PhonemicAwareness

SymbolImagery

01020304050607080 Pre- and Posttest Percentiles

30

61

27

5345

66

30

50


Comprehension*WordAttack*

PhonemicAwareness*

SymbolImagery*



18

47

19

3934

55

18

32

18

34

0

10

20

30

40

50

60

WordRecognition*

Comprehension*WordAttack*

PhonemicAwareness*

SymbolImagery*


8.09.2

7.18.4

0

3

6

9

12

15

Small Medium Large

ComprehensionWordAttack

WordRecognition

PhonemicAwareness

SymbolImagery


12

Results of Students with DyslexiaDyslexia is a term that has historically been applied inconsistently. In general, it is defined by evidence of a student having difficulty in decoding and fluency. The results below are from students who reported having been diagnosed with dyslexia and had phonemic awareness, word attack, and word recognition skills at or below the 25th percentile. Despite the low levels, note the substantial gain on each test.

Results of Students with HyperlexiaA less-common diagnosis, hyperlexia generally denotes above-average decoding skills and below-average reading comprehension. The chart below shows the results of students with hyperlexic characteristics. The students exhibited average and above decoding (word attack and word recognition at or above 50th percentile) and poor listening comprehension (vocabulary, oral directions, and comprehension at or below the 25th percentile).


5

30

7

30

10

34

3

12

6

12

14

0

5

10

15

20

25

30

35


ParagraphReading

Accuracy*

Spelling*WordRecognition*

WordAttack*

PhonemicAwareness*

SymbolImagery*


10

18

69

21

24

1

27

0

5

10

15

20

25

30


Comprehension*OralDirections*

WordOpposites*

Vocabulary*


17.0

13.4 13.0

10.5

5.0

8.5

0

5

10

15

20

Small Medium Large

ParagraphReadingAccuracy

SpellingWordRecognition

WordAttack

PhonemicAwareness

SymbolImagery


5.8

8.49.7

16.2

0

5

10

15

20

Small Medium Large

ComprehensionOral Directions

WordOpposites

Vocabulary

Results for Specific Groups of Students

Results of Pre-kindergarten to Second Grade StudentsThe first three years of the scholastic experience are extremely important. Necessary decoding, comprehension, and mathematics skills are emerging as a part of a child’s normal cognitive development. If that development lags in a child, a course can be set that is difficult to correct. For decades, the process of providing special services for children has included waiting until third grade; then, if a child is unable to read, comprehend, or succeed in math, he or she is eligible for extra assistance. Unfortunately, at third grade, school curriculum traditionally shifts to emphasizing content as opposed to language processing. Students who are not competent at this point may be left behind.

In 2012, 850 pre-kindergarten to second grade students received help at Lindamood-Bell. Below are the results for those who received instruction in a combination of the Seeing Stars and Visualizing and Verbalizing programs.

13



30

53

919

10

39

5361

614

01020304050607080

Vocabulary*WordRecognition*

OralDirections*

Comprehension*ParagraphReading Fluency*

Results of Adult StudentsLindamood-Bell Learning Centers serve adults as well. Many adults exhibit decoding and comprehension deficits. These results are for 2012 students over the age of 18 who received instruction in the Visualizing and Verbalizing program.

© 2013 Lindamood-Bell Learning Processes


4247

16

39

14

27

0

10

20

30

40

50

Comprehension*Oral Directions*Vocabulary*



2.6

10.7

7.8

0

2

4

6

8

10

12

Small Medium Large

ComprehensionVocabulary Oral Directions


8.8

14.8

7.4

3.0

6.4

0

3

6

9

12

15

Small Medium Large

Oral DirectionsComprehension VocabularyParagraph Reading Fluency

WordRecognition

Learning Processes

416 Higuera StreetSan Luis Obispo, CA 93401

(805) 541-3836 / (800) 233-1819

www.LindamoodBell.com

These Lindamood-Bell® Learning Centers are the only centers licensed and endorsed by the authors of the Lindamood-Bell® programs.

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l s r ni 2012 learning center results - lindamood …...lindamood-bell learning processes is pleased...

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