12/19/2023 0 Comments Reviews lindamood bell programWe help educators provide evidence-based, sensory-cognitive instruction as a basis for developing phonemic awareness, phonics, orthographic awareness, fluency, vocabulary, and reading comprehension. Since 1986, Lindamood-Bell has worked with schools, educators, and students to implement programs and organizational processes that develop or remediate literacy skills. The right instruction can bring these abilities to consciousness and change an individual’s ability to read and comprehend. The right assessment battery can identify the areas of weakness and help determine what exactly to do for instruction. ✓ Concept imagery – The ability to create mental representations for the whole the dynamic imagery of actions, scenes, movement, etc. ✓ Symbol imagery – The ability to create mental imagery for sounds and letters within words. ✓ Phoneme awareness – The ability to auditorily perceive sounds within words. The primary cause of a weakness in language and literacy skills is a weakness in one or more of the following: Lindamood-Bell’s evidence-based approach addresses the imagery-language foundation that is a silent partner to cognition and literacy-often a missing piece in closing the achievement gap for students at-risk for reading failure. Reading is an integration of processing skills: phonological processing, word attack, orthographic processing, word recognition, contextual fluency, oral vocabulary, and comprehension. The majority of students at risk for reading failure can, in fact, learn to read if they are identified early and given systematic, intensive instruction. No matter the child’s background, research shows that given the right instruction in the early years, many reading deficits can be prevented. The good news is that educators can make a difference for their students in this pivotal skill. Students who do not learn to read have difficulty with academic content throughout school and may never fulfill their potential. Currently, more than a third of the nation’s fourth graders are unable to read at a basic level, and they’r e not likely to become proficient readers by the time they leave high school.
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