Your SlideShare is downloading. ×

Learning Center Results 2009

705

Published on

Lindamood-Bell Learning Center Results report from 2009 student population. Information on decoding/reading, encoding/spelling, comprehension, critical thinking, vocabulary, math, oral directions, …

Lindamood-Bell Learning Center Results report from 2009 student population. Information on decoding/reading, encoding/spelling, comprehension, critical thinking, vocabulary, math, oral directions, word attack, word recognition, paragraph reading. All grade levels, including adults and students with prior diagnosis of dyslexia, hyperlexia, ADD/ADHD, and autism spectrum disorders.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
705
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Learning Processes LE S R R A NI T E NG CEN 2009 Learning Center Results
  • 2. Introduction from the Director of Research & Development We teach reading, comprehension, and math. A simple statement that includes so much. Written language is believed to have started around 5,000 years ago, yet with all of the technological advantages of modern life, children still struggle learning to read. According to the National Center for Education Statistics, 25% of eighth graders and 33% of fourth graders tested ‘below basic’ in reading just this year. The United States Department of Education has pumped an unprecedented amount of money into improving poor-performing schools. What’s the basis for determining a school’s poor performance? Answer: the state tests that require reading, comprehension, and math. We teach reading and comprehension with our core programs—Seeing Stars®, LiPS®, and Visualizing and Verbalizing®. Seeing Stars® and LiPS® develop the sensory-cognitive functions of phonemic awareness and symbol imagery, necessary for decoding skills such as word recognition, word attack, paragraph reading, and fluency. Visualizing and Verbalizing® develops the sensory-cognitive function of concept imagery for improving comprehension, vocabulary, and thinking skills. We teach math with On Cloud Nine®, an approach that develops sensory-cognitive functions for application to arithmetic and mathematics. All of our programs have emerged from our clinical interaction and academic research. Lindamood-Bell’s forty-three learning centers provide individual instruction for thousands of students each year with the goal of helping them learn to their potential. The centers’ success is based on (1) accurate assessment of an individual’s language processing skills, (2) appropriate instruction, and (3) an appropriate learning environment that will develop independence. While the over 2,300 individuals who received instruction at Lindamood-Bell® Learning Centers in 2009 are unique, this report provides results from groups of students based on similar need, age, or preexisting diagnosis. I hope you find the information helpful as we continue to teach reading, comprehension, and math. Please visit our website, www.lindamoodbell.com, for additional information. Dave Hungerford Director of Research & Development 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. 1
  • 3. Table of Contents Who Comes to Lindamood-Bell? .................................................................................. 3 Why Do Individuals Attend Lindamood-Bell?................................................................ 4 Assessment ................................................................ .................................................... 5 Comprehension Results ................................................................................................. 7 Decoding Results .......................................................................................................... 8 Results by Prior Diagnosis ............................................................................. ............... 9 Autism Spectrum Disorders .......................................................................................... 10 Attention Deficit Hyperactivity Disorder (ADHD) .......................................................... 10 Dyslexia.................................................. ............................................................ 11 Hyperlexia................................................................................................................. 11 Central Auditory Processing Disorder (CAPD)................................................................ 12 Results by Specific Groups ............................................................................................. 13 Kindergarten to Second Grade ...................................................................................... 13 Adults ................................................................................................................... 14 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. 2
  • 4. Who Comes to Lindamood-Bell? Every day individuals come to the Lindamood-Bell® Learning Centers seeking help. One may be the parent of a child who has struggled to learn to read but who understands the stories if his parent reads aloud. Another may be a young adult who is getting by in college but who has to read and reread text in order to understand it. We work to develop language processing with people of all ages and skill levels. The following tables show the distribution of the age and grade of students who received instruction at our Learning Centers in 2009. The average age was 10.8, and the majority of clients were between six and twelve years old. The average grade level was 4.1. More males attended than females: 61 to 39 percent, respectively. Age of the Clients: Grade of the Clients: 350 339 1000 329 309 848 300 260 800 751 250 208 600 200 QUANTITY QUANTITY 157 159 440 150 400 121 108 98 100 66 66 172 49 200 50 34 105 13 0 0 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18-65 Pre-K—2nd 3rd—5th 6th—8th 9th—12th Adult AGE of STUDENTS GRADE LEVEL Many individuals have sought help through their school district and other private reading instruction providers before seeking Lindamood-Bell® help. Individuals who reported... • Receiving speech therapy: 42%. • Receiving special education services: 31%. • Receiving remedial reading help at school: 28%. • Repeating a grade: 15%. • Being identified as Gifted: 6%. “G and I still speak frequently of our experiences at Lindamood-Bell and the friends we made there. What a wonderful and memorable experience we had with all of you. I cannot express enough the difference you all made in G’s life. I find myself in awe, amazement and joy as I witness her breezing through all of her school work, homework and tests! I was very pleased with the progress G made and amazed that she was able to learn thanks to the effective program and to all of you.” ~G’s mother 3
  • 5. Why Do Individuals Attend Lindamood-Bell? Language Processing and Literacy Skills and Programs Individuals come to us with a wide range of abilities and challenges. The directors of Lindamood-Bell have authored instructional programs that develop the sensory-cognitive functions necessary for oral and written language/literacy competence. Each individual receives a diagnostic learning evaluation to determine which program or programs are appropriate. In general, deficits can be considered as being in one of the domains described below—with language/literacy skills being composed of decoding and comprehension. Also described are the programs used to develop the skills of each domain. Decoding—identified by word reading, phonemic Math—the core sensory-cognitive functions can also awareness, symbol imagery, word attack, spelling, and be reflected in difficulty in mathematical computation fluency skills. and thinking. Appropriate Instructional Programs Appropriate Instructional Program Seeing Stars for Symbol Imagery (SI ) develops ® ™ On Cloud Nine® (OCN®) program applies symbol imagery and phonemic awareness, parts of symbol and concept imagery to arithmetic the phonological and orthographic processes of and mathematical reasoning. It improves both reading, spelling, and fluency. computational skills and the ability to solve word problems. The Lindamood Phoneme Sequencing® (LiPS®) Program develops phonemic awareness for reading, spelling, and speech. Comprehension—marked by text and oral language comprehension and expression, vocabulary, and critical thinking skills. The following table illustrates the number of students Appropriate Instructional Program in these primary domains. The Math section includes The Visualizing and Verbalizing® (V/V®) students who received OCN® math instruction only program develops concept imagery, a base or a combination of OCN® and instruction in one or for language comprehension, vocabulary, and more other programs (e.g., OCN® and V/V®). thinking. The Talkies® program is a primer to V/V® that develops oral language comprehension and 15% expression for young students or students with 32% Decoding - 655 very low oral vocabulary. Comprehension - 455 Decoding and Comprehension—some students Decoding & exhibited difficulty in both domains of skills. 31% Comprehension - 620 Appropriate Instructional Program Math - 296 Seeing Stars , LiPS and Visualizing and ® ® 22% Verbalizing® are the core programs, and individual differences dictate the ratio and overall time of instruction recommended. 4
  • 6. Assessment Lindamood-Bell uses nationally normed tests to diagnose student need and measure progress. A range of standardized tests, administered one-to-one, provides an accurate profile of strengths and weaknesses in language processing skills. The following table shows the skills assessed and the tasks used to measure them. SKILL TASK What the test measures What the test requires SENSORY-COGNITIVE Image and manipulate orthographic Symbol Imagery and phonemic patterns. Perceive sounds in isolation Phonemic Awareness and within words. BASIC DECODING Read a list of progressively Word Attack difficult nonsense words. Read a list of progressively Word Recognition difficult real words. Spell a list of progressively Spelling difficult real words. PARAGRAPH READING Read paragraphs aloud. Fluency is Rate, Accuracy, and Fluency a combination of rate and accuracy. COMPREHENSION Select one picture from four that Vocabulary matches a spoken word. Answer multiple-choice questions Comprehension after reading a paragraph aloud. Mark visual material after Oral Directions hearing spoken directions. Say the opposite of a verbally provided word. Word Opposites A measure of expressive vocabulary. “Many aspects of my hours at Lindamood-Bell come to mind. Caring clinicians, always with smiles from the heart, and happy children of all ages, feeling comfortable in a potentially frightening environment. Thank you for your consistent and professional approach.” ~B, a student 5
  • 7. Assessment Test Interpretation One of the most common ways test publishers provide results “J and I were at the video is through the use of percentile scores, which allow for direct store and I was looking comparison to other tests on the same scale. Derived from standard at a movie. He came up to scores, a percentile is a ranking (1 to 99) between people of the same age. For example, if a student scores at the 75th percentile, he me and asked what I was scores as well as or better than 75% of the people his age. looking at. I simply said, ‘Just some movie,’ and J Percentile Range Definition asked me, ‘Well, what is the Below 25th Below Normal Weakness main idea of it? Who is the main character and what do 25th - 36th Within Normal Moderate Difficulty you see her doing? Can you 37th - 62nd Within Normal Adequate Ability give me a summary?’ I was 63 -75 rd th Within Normal Ease amazed! He had never used Above 75th Above Normal Strength that type of language before and I thought, Thank you Aggregate results are tested for statistical significance using paired Lindamood-Bell! t-tests. Significance is not a measure of the size of gains, but of the improbability of the gains being due to chance. Statistically ~J’s mother significant results (which are unlikely to have occured by chance) are noted with an asterisk. The following analyses include pre- and post-instruction results. All students had at least 20 hours of instruction and less than 240 hours of instruction, comprising about 90% of the overall clientele. 6
  • 8. Comprehension Results of Students Who Received Comprehension Instruction The debate on teaching reading has primarily focused on the decoding domain. Comprehension has been underemphasized even though it is the primary reason to read. Comprehension of text is a teachable, learnable skill that is the end goal of reading. A majority (53%) of Lindamood-Bell® students received instruction designed to improve the comprehension domain skills. Severe Comprehension Weakness Below are the results for students who scored at or below the 25th percentile on text comprehension at pre-test. This would be considered a severe deficit. On average these students progressed to the 23rd percentile, nearing the normal range. The majority of these students received between three and nine weeks of instruction. Pre- and Post-Test Percentiles 30 27 25 23 23 Pre 20 19 Post 15 13 13 10 6 6 5 0 Vocabulary* Word Opposites* Oral Directions* Comprehension* *Statistically significant (p < .05) Moderate Comprehension Weakness Below are the results for students who scored between the 25th and 50th percentile on text comprehension at pre- test. 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). Pre- and Post-Test Percentiles 60 58 58 58 Pre 50 50 47 45 45 Post 40 30 21 20 10 0 Vo c a b u la r y * Word O p p osit es* Oral D irect io ns* Co mpreh ension* *Statistically significant (p < .05) 7
  • 9. Decoding Results of Students Who Received Decoding Instruction The majority of students who exhibited weakness in decoding received instruction using the Seeing Stars® program. Below are the results before and after Seeing Stars® instruction. Most students received between three and nine weeks of instruction, and many students made a substantial improvement that allowed them to read text with confidence and proficiency. Notice also the change in comprehension following the decoding instruction. 80 Pre- and Post-Test Percentiles Pre 70 66 Post 60 58 55 55 50 47 39 40 32 32 30 25 23 19 20 10 7 0 S ymbol P honemic Wo r d Wo r d P a r a g r a p h R ea d i n g C o m p r e h e n s io n * Image r y* Awareness* At t a c k * R ec o gn i t i o n * A c c ur a c y * *Statistically significant (p < .05) Results of Students Who Received Both Decoding & Comprehension Instruction Many students received instruction in bothVisualizing andVerbalizing® and Seeing Stars®. Clearly, decoding and comprehension have a crossover effect, and the results below indicate substantial growth for these lower-performing students. 80 Pre- and Post-Test Percentiles Pre 70 63 Post 61 60 50 50 45 47 47 42 40 37 37 30 30 25 23 27 25 27 25 20 14 10 10 0 Symbol Phonemic Word Word Paragraph Reading Comprehension* Vocabulary* Word Oral Imagery* Awareness* Attack* Recognition* Accuracy* Opposites* Directions* *Statistically significant (p < .05) 8
  • 10. Results by Prior Diagnosis What Diagnoses Have Lindamood-Bell® Students Reported? While individuals receive a thorough diagnostic learning evaluation that analyzes a wide range of language processing skills, Lindamood-Bell does not assign diagnostic labels to individuals. However, in 2009 the following diagnoses were reported by students or parents as having been previously conferred: • Autism Spectrum Disorder (including Asperger’s Syndrome, Pervasive Developmental Disorder, and Autism). • Attention-Deficit Hyperactivity Disorder (includes ADD) • Central Auditory Processing Disorder • Dyslexia • Additionally, a wide range of other diagnoses were reported, including Specific Learning Disability and Speech or Language Impairments. “My son has a future now, and for that you have my most heartfelt gratitude. MY SON CAN READ!! I want to shout it from every mountaintop.” ~S, a mother Approximately 60% of 2009 Lindamood-Bell® students reported having received a diagnosis prior to attending. The following chart shows the number and percentage among those that reported the four main diagnoses. 20% 34% Autism Spectrum Disorder - 102 Attention-Deficit Hyperactivity Disorder - 175 Central Auditory Processing Disorder - 53 35% Dyslexia - 172 11% 9
  • 11. Results by Prior Diagnosis Autism Spectrum Disorders This class of disorders is a rapidly growing concern, with reports of 1 in less than 100 births in the United States being affected. Individuals exhibit a wide range of strengths and weaknesses, but the majority of those attending the Lindamood-Bell® Learning Centers received instruction designed to strengthen language comprehension. The following are the average results for those individuals. 30 Pre- and Post-Test Percentiles Pre 27 Post 25 23 20 19 16 15 14 12 10 10 5 4 0 Vocabulary* Word Opposites* Oral Directions* Comprehension* *Statistically significant (p < .05) Attention-Deficit Hyperactivity Disorder (ADHD) Many students (35%) reported having been diagnosed as having ADHD. It is estimated that between 5-8% of the general population of children qualify as ADHD. Inattentiveness, hyperactivity, and impulsiveness are the main characteristics. The students’ instruction was fairly evenly split between decoding, comprehension, and a combination of the two. The results follow. 80 Pre- and Post-Test Percentiles Pre 70 66 Post 61 60 50 45 45 47 40 32 30 27 25 20 10 0 Symbol Imagery* Phonemic Awareness* Word Attack* Comprehension* *Statistically significant (p < .05) 10
  • 12. Results by Prior Diagnosis Dyslexia Dyslexia is a term that has historically been applied inconsistently. In general it is defined by evidence of a student having difficulty in decoding, fluency, and spelling. The results below are from students whose primary instructional program was Seeing Stars®. Some had additional Visualizing and Verbalizing® instruction. All reported having received a diagnosis of dyslexia prior to instruction. Pre- and Post-Test Percentiles 80 Pre 68 68 Post 70 66 60 50 50 45 39 40 30 32 30 25 23 21 20 9 10 0 Symbol Phonemic Word Word Spelling* Paragraph Reading Imagery* Awareness* Attack* Recognition* Accuracy* *Statistically significant (p < .05) Hyperlexia A less-common diagnosis, hyperlexia generally denotes above-average decoding skill and below-average reading comprehension. The chart below shows the results of students with hyperlexic characteristics. The students exhibited above-average decoding (word attack and word recognition at or above 50th percentile) and poor listening comprehension (vocabulary and oral directions at or below the 25th percentile). Pre- and Post-Test Percentiles 30 27 Pre Post 25 25 23 20 15 12 13 12 10 10 5 3 0 Vocabulary* Word Opposites* Oral Directions* Comprehension* *Statistically significant (p < .05) 11
  • 13. Results by Prior Diagnosis Central Auditory Processing Disorder Central Auditory Processing Disorder (CAPD) is a general term for disorders that affect how the brain processes auditory information. It is not a hearing impairment. Below are the decoding results for students reporting CAPD who received Seeing Stars® and/or Visualizing and Verbalizing® instruction. Pre- and Post-Test Percentiles 80 Pre Post 70 63 66 60 53 50 47 47 39 40 30 30 30 20 10 0 Symbol Imagery* Phonemic Awareness* Word Attack* Word Recognition* *Statistically significant (p < .05) Pre- and Post-Test Percentiles 50 47 Pre Post 40 37 34 32 32 30 25 19 20 14 10 0 Paragraph Reading Accuracy* Comprehension* Word Opposites* Oral Directions* *Statistically significant (p < .05) 12
  • 14. Results by Specific Groups Kindergarten to Second Grade The 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. And if that development lags, a course can be set for children 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 that are not competent at this point may be left behind. Parents and educators are increasingly unwilling to accept this wait-to-fail model. In 2009, 297 kindergarten to second grade students received help at Lindamood-Bell. Below are the results for those who received instruction only in Seeing Stars® and then those who had a combination of Seeing Stars® and Visualizing and Verbalizing®. Pre- and Post-Test Percentiles Pre 80 77 Post 70 58 60 55 50 50 50 39 40 34 30 30 25 19 20 10 0 Phonemic Awareness* Word Attack* Word Recognition* Spelling* Comprehension* *Statistically significant (p < .05) Pre- and Post-Test Percentiles 60 58 Pre 55 Post 50 47 45 40 34 30 25 21 20 18 9 10 7 0 Word Recognition* Paragraph Reading Fluency* Comprehension* Vocabulary* Oral Directions* *Statistically significant (p < .05) 13
  • 15. Results by Specific Groups Adults A small percentage of the students who attended the learning centers were over age 18. The majority of these students received some Visualizing and Verbalizing® either alone or in conjunction with Seeing Stars®. The results indicate that substantial gain can be made as a lifelong learner. Pre- and Post-Test Percentiles 35 34 34 Pre Post 30 30 27 27 25 20 18 19 19 15 14 13 10 5 0 Phonemic Awareness* Word Recognition* Paragraph Reading Accuracy* Comprehension* Vocabulary* *Statistically significant (p < .05) “How you’ve changed my life and my mind! Though I have a long way to go, I believe I’m getting stronger and stronger. Each and every one of you believe in us and want to see us through. Thanks for believing in my mind and that it is possible to get better.” ~S, a student Conclusion While these results of the 2009 students are presented in aggregate, Lindamood-Bell realizes that each individual’s skills, challenges, and motivators are unique. Our research-based programs are taught by highly qualified staff, and the progress of each individual is closely monitored throughout the process. We are extremely proud of the individual progress represented by the preceding results. © 2010 Lindamood-Bell Learning Processes 14
  • 16. Learning Processes 416 Higuera Street San Luis Obispo, CA 93401 (805) 541-3836 or (800) 233-1819 www.LindamoodBell.com Mobile, AL • Scottsdale, AZ • Berkeley, CA • Marin County, CA • Menlo Park, CA • Monterey, CA • Newport Beach, CA Palos Verdes, CA • Pasadena, CA • Sacramento, CA • San Diego, CA • San Francisco, CA • San Luis Obispo, CA • Santa Barbara, CA Saratoga, CA • Walnut Creek, CA • Westwood, CA • Denver, CO • Darien, CT • Coral Gable, FL • Tampa, FL • Weston, FL Atlanta, GA • Gwinnett County, GA • Deerfield, IL • Chicago, IL • Indianapolis, IN • Arlington, MA • South Shore, MA Birmingham, MI • Twin Cities, MN • Las Vegas, NV • Morristown, NJ • New York, NY • Roslyn, NY • Charlotte, NC Bryn Mawr, PA • Memphis, TN • Dallas, TX • Bellevue, WA • Washington, DC • London, England • Sydney, Australia These Lindamood-Bell® Learning Centers are the only centers licensed and endorsed by the authors of the Lindamood-Bell® programs.

×