4th Annual Meeting of the International Multisensory Research Forum
    Home > Papers > Patricia Lindamood
Patricia Lindamood

Students with weak language processing improve with multisensory-cognitive techniques
Single Paper Presentation

Patricia Lindamood
Lindamood-Bell Learning Processes

     Abstract ID Number: 130
     Full text: Not available
     Last modified: May 20, 2003

Students with Weak Language Processing
Improve with Multisensory-Cognitive Techniques
Patricia Lindamood,
Lindamood-Bell Learning Processes®, San Luis Obispo, CA, USA

While their classmates respond to instruction with ease, many students struggle
due to weak language processing: they may be unable to read accurately, or
may be unable to comprehend what they read, or both. Research shows sensory-
cognitive causes of weak language processing - and academic failure - can usually
be identified. Techniques highly successful in developing competence in reading,
spelling, and language comprehension and expression include: 1) Socratic
questioning that emphasizes the sensory-language connection and brings
multisensory processing to a conscious level; 2) a responding-to-responses
procedure to stimulate self-correction by requiring students to monitor and compare
crossmodal information related to speech and language. Data from clinical and
classroom application of these techniques indicate substantial improvement in
students' oral and written language processing, underscoring the importance of
establishing for all students - prior to curriculum content goals - a basic goal of
automatic, integrated, multisensory processing of spoken and written language.

    Learn more
    about this

Public Knowledge

Open Access Research
home | overview | program
papers | organization | links