#USA #Lindamood-Bell #Stanford University #Stanford #Dyslexia

Transformative Findings from Stanford's Research

A recent peer-reviewed study conducted by Stanford University and published in Nature Communications has provided compelling evidence that intensive, evidence-based reading instruction can reshape the dyslexic brain. This groundbreaking research, which spanned six years and was in collaboration with the University of Washington and Lindamood-Bell Learning Processes, illustrates the profound impact of focused reading interventions on children's cognitive development.

Study Overview

The study involved forty-four children diagnosed with dyslexia, aged between 7 and 13. These children underwent eight weeks of intensive reading instruction through Lindamood-Bell's Seeing Stars® program, delivered by qualified instructional professionals both in-person and virtually. A control group consisting of forty-three children—some diagnosed with dyslexia and others not—received no intervention during the same period. Brain activity from participants was monitored using functional MRI (fMRI) up to five times over a year, providing detailed insights into any changes that occurred in the brain during and after the intervention.

Key Findings

The results were both significant and encouraging:

• - Children who participated in the reading program improved their reading skills by approximately one grade level in just eight weeks.
• - Notably, the Visual Word Form Area (VWFA), a crucial brain region associated with fluent word recognition, exhibited considerable growth and became more distinguishable in these students.
• - In contrast, the VWFA of the control group showed no comparable change, underscoring the specific benefits of the targeted reading intervention.
• - Some neurological variations observed persisted even a year later, affirming the idea that dyslexia reflects inherent brain characteristics alongside its ability to adapt and change.

Expert Commentary

Lead researcher, Dr. Jason Yeatman from Stanford, highlighted the implications of the study, stating, "It’s as if evidence-based intervention builds this region in the dyslexic brain. The intervention is not only improving reading — it's also building the brain circuit." This statement encapsulates the dual impact of effective reading strategies: enhancing fundamental reading abilities while also fostering significant neurological development.

The Importance of These Findings

Dyslexia affects around 5% to 10% of the population and is often linked to reduced size and functionality in the VWFA. This research confirms what many educators and specialists have long advocated—that the right instructional methods can instigate tangible changes in both the brain and behavioral outcomes. The study was funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, emphasizing the importance of government support for educational research.

For Lindamood-Bell, the study's outcomes validate four decades of instructional practices aimed at developing the sensory-cognitive foundations essential for reading. Their approach has proven results, reinforcing the notion that effective help is available and that appropriate educational instruction can significantly alter learning trajectories.

About Lindamood-Bell Learning Processes

With a 40-year legacy, Lindamood-Bell is dedicated to helping individuals unlock their full learning potential. The organization employs evidence-based strategies at 46 Learning Centers and offers professional development for educators worldwide to address the foundational sensory and cognitive processes necessary for reading and comprehension. Continually engaging in peer-reviewed research in partnership with esteemed institutions such as MIT and Stanford, Lindamood-Bell is a leader in advancing the science of effective learning. For more information, visit their official website at www.lindamoodbell.com.

In conclusion, this study paves the way for new approaches in educational settings to support children with dyslexia, emphasizing the transformative power of tailored reading interventions and their ability to produce real, lasting change in brain structure and reading capabilities.