Lindamood-Bell - Decoding Dyslexia Oregon

Transcription

Lindamood-Bell - Decoding Dyslexia Oregon
Lindamood-Bell® Learning Centers
Informational Overview
©2014 Lindamood-Bell Learning Processes
Learning Centers
56 US Locations
1 UK Location
3 Australia Locations
100+ SLCs
Workshops
& Conferences
5,000+ Teachers/Year
Int’l Conference
School
Partnerships
In Over 100 Schools
Internationally Recognized
©2014 Lindamood-Bell Learning Processes
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
©2014 Lindamood-Bell Learning Processes
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.
©2014 Lindamood-Bell Learning Processes
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.
©2014 Lindamood-Bell Learning Processes
Independence
Self-Correct
Monitor
Sensory Input
©2014 Lindamood-Bell Learning Processes
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.
12
CI
SI
11
10
9
8
7
PA
6
5
4
weak language comprehension
weak reading
3
2
1
K
©2014 Lindamood-Bell Learning Processes
Weakness in sensory-cognitive
functions underlies weakness
in language and literacy skills.
The Reading Circles
A Paradigm of Integration
Sensory-cognitive functions for the component parts of reading.
Comprehension
Auditory
Visual
PA & SI
SI
Word Attack
Word Rec.
Language
Contextual Reading
Vocabulary
©2014 Lindamood-Bell Learning Processes
Sensory-cognitive
functions are the first dominoes.
Processing language is a cognitive act.
Instruction in language and literacy
should match a theory of cognition.
©2014 Lindamood-Bell Learning Processes
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
performance are based on a substrate of imagery.
and
“Individuals differ in the extent, manner, and efficiency of
employment of each of the systems according to their verbal
and nonverbal habits and skills.”
©2014 Lindamood-Bell Learning Processes
Imagery and the
Language Processing Spectrum
Decoding
Dyslexia
Comprehension
Hyperlexia/Autism
Comprehension
Auditory
Visual
Language
Two types of imagery are needed for language processing:
Symbol Imagery and Concept Imagery.
©2014 Lindamood-Bell Learning Processes
Imagery and the
Language Processing Spectrum
Hyperlexia/Autism
Dyslexia
Lance
CA: 16-2 years, 10th grade
PPVT: 17-11 Mental Age
Comprehension
Auditory
Visual
Language
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
©2014 Lindamood-Bell Learning Processes
Lance
Cannot decode but can comprehend. (Dyslexic?)
Comprehension
CA: 16-2 years, 10th grade
PPVT: 17-11 Mental Age
Auditory
Visual
Language
LAC Test:
Word Attack:
Word Recognition:
Paragraph Reading:
Spelling:
Oral Directions:
©2014 Lindamood-Bell Learning Processes
64/100
2.2 Grade Level
5.1 Grade Level
5.8 Grade Level
<3.0 Grade Level
75th Percentile
Examples of Weakness in PA & SI
steam
stream
“steam”
Students cannot self-correct because they cannot auditorily
perceive (PA) and visually image (SI) that they omitted the ‘r.’
©2014 Lindamood-Bell Learning Processes
Symptoms of Weakness
Phonemic Awareness & Symbol Imagery
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
©2014 Lindamood-Bell Learning Processes
Imagery and the
Language Processing Spectrum
Hyperlexia/Autism
Michelle
Dyslexia
Comprehension
Auditory
CA: 17-4 years, 12th grade
PPVT: 17-2 Mental Age
Visual
Language
Dropping out of high school
• Not enough credits to graduate
Flat affect
Soft spoken
No eye contact
Poor self-esteem
©2014 Lindamood-Bell Learning Processes
Michelle
Can decode but cannot comprehend. (Hyperlexic/Autistic?)
Comprehension
Auditory
CA: 17-4 years, 12th grade
PPVT: 17-2 Mental Age
Visual
Language
LAC Test:
Word Attack:
Word Recognition:
Paragraph Reading:
Spelling:
Reading Comp.:
Silent Rdg. Comp.:
Oral Directions:
©2014 Lindamood-Bell Learning Processes
100 (+6)
>12.9 Grade Level
>12.0 Grade Level
>12.0 Grade Level
>12.0 Grade Level
9th Percentile
10th Percentile
9th Percentile
Students process PARTS as they read.
Oral Language
Written Language
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parts
Imagery is sensory information that prevents
language from going in one ear and out the other.
Imaged Gestalt
(whole)
Higher Order Thinking
Oral Language
Written Language
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Main Idea
Conclusion
Inference
Predict/Extend
Evaluate
Symptoms of Weakness
Concept Imagery
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
©2014 Lindamood-Bell Learning Processes
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
©2014 Lindamood-Bell Learning Processes
Lindamood-Bell
Learning Ability Evaluation
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
©2014 Lindamood-Bell Learning Processes
Lindamood-Bell
Instruction
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
©2014 Lindamood-Bell Learning Processes
Lindamood-Bell
Instruction
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
©2014 Lindamood-Bell Learning Processes
Lindamood-Bell
Instruction
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
©2014 Lindamood-Bell Learning Processes
Our Programs
A Brief Overview
Seeing Stars® (SI™) program
Lindamood Phoneme Sequencing® (LiPS®) program
Visualizing and Verbalizing® (V/V®) program
Talkies® program
On Cloud Nine® (OCN™) Math program
©2014 Lindamood-Bell Learning Processes
What Happened to Lance?
Lance
CA: 16-2 years, 10th grade
PPVT: 17-11 Mental Age
Comprehension
Auditory
Visual
Language
LAC Test:
Word Attack:
Word Recognition:
Paragraph Reading:
©2014 Lindamood-Bell Learning Processes
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
Decoding Students
Average Hours of Instruction: 100
n = 4,591 • Average Grade Level: 3rd
Pre- and Posttest Percentiles
100
75
61
77
70
58
50
25
23
50
30
16
55
47
25
32
21
34
19
13
19
7
6
16
0
Pretest
Posttest
*Statistically significant (p ≤ .05)
Based on students who received between 20 and 240 hours of
SI only instruction at Learning Centers, 2008 through 2014.
©2014 Lindamood-Bell Learning Processes
45
30
58
47
Decoding Students
Average Hours of Instruction: 100
n = 4,591 • Average Grade Level: 3rd
Average Standard Score Changes
20.0
15.4
15.3
15.0
10.4
10.0
9.7
9.3
7.2
4.7
5.0
8.3
6.6
4.1
3.7
0.0
Large (> 4.5)
Medium (3.0–4.5)
Small (< 3.0)
Based on students who received between 20 and 240 hours of
SI only instruction at Learning Centers, 2008 through 2014.
©2014 Lindamood-Bell Learning Processes
2.6
What Happened to Michelle?
Michelle
Comprehension
Auditory
CA: 17-4 years, 12th grade
PPVT: 17-2 Mental Age
Visual
Language
Reading Comp:
Silent Rdg. Comp:
©2014 Lindamood-Bell Learning Processes
9th Percentile
10th Percentile
40th Percentile
40th Percentile
Comprehension Students
Average Hours of Instruction: 99
n = 3,079 • Average Grade Level: 6th
Pre- and Posttest Percentiles
100
75
50
75
61
55
42
25
70
63
6873
7073
5053
53
42
4550
47
25
0
Pretest
Posttest
*Statistically significant (p ≤ .05)
Based on students who received between 20 and 240 hours of
V/V only instruction at Learning Centers, 2008 through 2014.
©2014 Lindamood-Bell Learning Processes
30
14
47
32
50
39
Comprehension Students
Average Hours of Instruction: 99
n = 3,079 • Average Grade Level: 6th
Average Standard Score Changes
12.0
9.5
9.0
6.0
7.5
5.8
8.5
6.0
5.7
3.0
3.9
1.5
0.8
4.1
2.8
0.4
0.0
Large (> 4.5)
Medium (3.0–4.5)
Small (< 3.0)
Based on students who received between 20 and 240 hours of
V/V only instruction at Learning Centers, 2008 through 2014.
©2014 Lindamood-Bell Learning Processes
For more information or to sign up for an evaluation:
Call (503)567-8028
Email christina.sanders@lindamoodbell.com or
jamie.geddis@lindamoodbell.com
©2014 Lindamood-Bell Learning Processes