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The Imagery-Language Foundation: Teaching All Children to Read and Comprehend

In the wake of the Covid-19 pandemic, students at all levels are faced with learning loss, which has disproportionately affected those with learning difficulties. Educators have been faced with a changing landscape in the classroom which has put classroom learning and best practices at risk. How do we implement best practices and design experiences to meet the literacy needs of all learners, particularly those with special educational needs? Here is one school’s success story.

Nestled against the El Merendon mountain range, Escuela Internacional Sampedrana (EIS) seeks to be the premier school in San Pedro Sula and La Lima, Honduras through the use of best teaching practices. With a student population ranging from 3-18 years old, the school’s stated mission is to prepare bilingual students with the academic/social/emotional skills and universal values to succeed in the universities of their choice and to contribute positively to society. Since 2010, Lindamood-Bell Learning Processes has been a proud partner in that mission. Based on the Dual Coding Theory of Cognition (Paivio, 1971), neuroscientific research findings, and over 35 years of instructional experience, Lindamood-Bell’s evidence-based programs and professional development model for schools is helping educators at EIS make a difference for all students.

Early on, Lindamood-Bell staff members relocated to Honduras to deliver workshops and ongoing classroom coaching for Student Success Center teachers. These days, we would refer to the small groups as Tier 3 or Muli-tier System of Supports (MTSS) instruction, but back then, EIS just knew they needed literacy programs and mentoring to help their struggling learners close the gap with decoding and comprehension skills.

Fast forward to today and EIS is using Lindamood-Bell programs across its MTSS framework. Early Childhood Center and Elementary teachers are trained, on both campuses, and whole classroom instruction in Seeing Stars and Visualizing & Verbalizing is decreasing the numbers of students referred for additional learning support. Plus, with virtual technology improvements and many EIS staff with nearly a decade of experience in these programs, program workshops for new teachers and ongoing coaching are all being delivered online. The results of intensive instruction in Seeing Stars and/or Visualizing & Verbalizing speak for themselves—large standard score changes on all measures.

“I have witnessed how Lindamood-Bell programs have enlightened a clear pathway for creating magic and aiding struggling learners to reach academic goals. Consistency and intensity of intervention are the keys to success. In these 10 years, my school has served more than 400 Tier 2 and Tier 3 bilingual students, who have made significant academic accomplishments in partnership with Lindamood-Bell.” – Laura Martinez, Special Educator, Student Success Center Lead for Elementary, EIS.

Learn more about Lindamood-Bell’s evidence-based professional development solutions successfully implemented in schools around the world here. Access a curated collection of tips, lessons, and downloadable resources to improve learning in our complimentary Toolkit for Educators.For Schools - Lindamood-Bell

About Lindamood-Bell Learning Processes

Lindamood-Bell Learning Processes builds the imagery-language foundation to teach students to read and comprehend. We believe that all individuals can learn to their potential. With more than 50 learning centers worldwide and dozens of seasonal learning camps, we provide individualized instruction to students in person, or via live, online instruction.

We also offer continued professional development workshops to educators with a range of options for follow-up coaching including local, regional, and national level partnerships with schools and government agencies. Supported by extensive behavioral and neurologic research, our evidence-based instruction is successful for individuals with learning challenges, including dyslexia, ADHD, and autism spectrum disorder. Visit to learn more. We are a proud member of AMISA.


Melissa Garner, Co-Director of Lindamood-Bell for Schools

Lindamood-Bell Learning Processes

Professional Development Division

San Luis Obispo, CA

800-233-1819, ext. 711

Melissa Garner is Co-Director of Lindamood-Bell for Schools at Lindamood-Bell Learning Processes. Lindamood-Bell for Schools provides professional development to school districts and teachers to develop students’ sensory-cognitive processes, which underlie reading, spelling, comprehension, critical thinking, and math. Melissa has worked with thousands of teachers and school staff from around the United States in her twenty-year tenure at Lindamood-Bell Learning Processes. Prior to that, she worked as a classroom teacher at the secondary level, focusing on the learning needs of at-risk students, including English Language learners and students receiving special education services.

This article was adapted from Lindamood-Bell Learning Processes online Blog and News ( “Lindamood-Bell and EIS- Partnering for Student Success” April 2020.


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