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Learning Communities in Schools
Lindamood-bell’s mission is to help all students reach their learning
potential. For many years the instructions in our Lindamood-Bell
Learning Centers significantly helped students learn to read, spell,
and comprehend language. Our experience and research has fostered two
important understandings about language and literacy processing: 1)
rather than just one skill, such as word recognition, oral vocabulary,
paragraph decoding/fluency, and language comprehension; and 2)
sensory-cognitive functions underlie those component skills and enable
individuals to dual code language with their verbal and nonverbal
systems. The amount of sensory processing available to a child is a
primary factor in learning to decode and comprehend language and
literacy skills. Our instructional methodologies, gleaned from research
and experience working with thousands of students, align with a
prominent theory of cognition called Dual coding Theory (DCT).
While the work in our centers is challenging and rewarding, we want to
reach students who might otherwise not have access to our sensory-
cognitive instruction in language and literacy processing.
Lindamood-Bell stands alone in offering these methodologies to schools.
In districts that have experienced success with our model. Leadership
and staff operate with the understanding that language and literacy are
cognitive abilities, and that language and literacy instruction must be
based on a theory of cognition rather than a dated ‘eclectic’ approach
of taking bits and pieces of a variety of programs or a ‘silver bullet’
approach that uses whatever popular methodology is in vogue, neither of
these practices has been effective on a scaled –up basis over the year
in teaching children to read, as evidenced by the continuing crisis in
public education where millions of children are deemed learning
disable. Billions of dollars are spent each year on special education
for students, 80-90% of whom have reading disabilities. Effectively
teaching children to read could reduce enrollment in special education
and thus substantially change that expenditure, making money available
for better schools, higher teacher salaries, more professional
development, and more research to improve best practices for teaching
In addition to applicability to Special Education settings. Our
programs and model is appropriate for professional development to
address the needs of English Learners and regular education classrooms.
It is important to note that Lindamood-Bell’s successful partnerships
are not merely a “program” that is implemented. We are providing a
comprehensive model of:
1) sustained professional development in Lindamood-Bell’s
scientifically-based instructional methodologies for language and
2) Diagnosis and differentiated instruction to meet student needs in language and literacy processing.
3) Data management, analysis and reporting for accountability.
4) A learning environment for small group and classroom intervention.
5) Leadership collaboration to create a learning community within schools.
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Children With Autism| Teaching Dyslexics| Teaching Reading| Treating
Autism| Tutor Help| Tutors For Autism| Tutors For Dyslexia Language
Comprehension| Language Processing| Learning Center For Autism|
Learning Center For Dyslexia| Learning Community In Schools| Learning
Process For Autism| Learning Process For Dyslexia| Literacy
Instruction| Literacy Skills
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