Lindamood Phoneme Sequencing Program

Lindamood Phoneme Sequencing® Program for Reading, Spelling and Speech – Fourth Edition (LiPS-4)

Category: Language/Reading Grade Level: Appropriate for all ages (Pre-Kindergarten – Adult)

1. What is the purpose of the Lindamood  Horizontal Path –begins with all Phoneme Sequencing (LiPS-4) program? consonant sounds and then follows by LiPS-4 is designed to teach and improve vowels. skills in phonemic awareness, phonemic decoding, sight word knowledge, The program is structured in a progression orthographic processing and spelling skills of five levels: through the use of an oral-motor, visual, and auditory feedback system that allows 1) Establishing a climate for learning individuals to identify, sequence, and map 2) Identifying and classifying speech letters to their sounds or phonemes. This sounds (i.e. consonants and vowels) program is considered a multisensory reading 3) Tracking speech sounds program and its main objective is to develop . Using mouth pictures and fluent, self-correcting readers and capable coloured blocks spellers. 4) Associating sounds and symbols 5) Spelling and Reading 2. With whom can it be used? . Using letter symbols printed on LiPS-4 can be used with all ages, from tiles and felt squares preschool to adulthood. Individuals with . Integrate auditory tracking skills functional speech-language delay, English as and sound-symbol associations a second language, dyslexia, autism, apraxia, . Direct instruction in sight words pervasive developmental delay, traumatic and context clues in reading brain injury, as well as, children who are just beginning to learn how to read may benefit In sum, initial activities engage students in from this software program. discovering the lip, tongue, and mouth actions needed to produce specific sounds. Once 3. What are the main components of students can produce, label, and organize LiPS-4? sounds with their mouths, activities in The lessons in LiPS-4 are designed to sequencing, reading, and spelling are transition a student to reading and writing completed. Direct instruction is also then independently by rapidly moving the offered in letter patterns, sight words, and student into reading in context and writing context clues in reading. in descriptive and explanatory format. Additionally the student is provided with When LiPS is used as a preventative tool: horizontal and vertical paths to complete . It can supplement the core reading each step in the program: program, or;  Vertical Path– presents only three . It can serve as sole means of consonants and three vowels and uses phonemic awareness/phonics them to track, spell, and read simple instruction syllables. When LiPS is used as an intensive LiPS-4 can be used in small group or one- intervention: on-one settings. It can be used by teachers . Instruction is recommended for working with students in a whole class, two to four hours a day, five days small groups or one-to-one. a week for eight-twelve weeks. 6. To what extent has research shown the Classroom teachers, tutors, speech-language LiPS program to be useful? pathologists, and other specialists can provide LiPS is based on scientific research that instruction using this program. supports the explicit and systematic instruction of phonemic/phonological 4. What teaching procedures should be awareness and phonemic decoding (Fletcher used with the LiPS program? et al., 2007). Several independent research The following instructional techniques are studies have evaluated LiPS and have utilized in the LiPS program: provided support for the efficacy of its instructional content and design.  Multi-sensory (VAKT): Incorporates all learning pathways (visual/auditory, One of the notable studies on LiPS is the kinesthetic, tactile) to enhance memory National Reading Panel (NRP, 2000) review and learning; on essential instructional mechanisms to  Systematic and cumulative instruction: become a proficient reader. The study cited Involves progression from the most basic LiPS as “well designed, high quality research level of language instruction to more that highlighted the effectiveness of direct advanced material. Each new level builds instruction in phonemic awareness” (p. 36). on past learning;  Direct instruction: Letter patterns, sight In another study, Torgesen et al. (2001) words and context clues are directly and compared LiPS to a similar, intensive explicitly taught, with constant student- intervention called Embedded Phonics (EP) teacher interaction; to assess the relative effectiveness of both  Cognitive strategies instruction: programs as a remedial intervention for Mnemonic labels are given to phonemes students with severe reading disabilities. Post- that occur in similar positions in the intervention results indicated that students mouth to facilitate retrieval and who were randomly assigned to both groups production (i.e. “Lip Poppers” to the experienced a dramatic increase in reading plosives /b/ and /p/). As ability. Particularly they improved in their phonemic/articulatory awareness is ability to apply phonemic decoding taught, self-correction and self- strategies to unknown words compared to monitoring are used to ensure reading a control group receiving regular special accuracy; needs education.  Guided discovery techniques: Individuals explore physical movements Another study conducted on Kindergarteners associated with sounds, using their own at risk of reading failure showed LiPS senses to hear, see and feel English program (formerly ADD) to boost word speech sounds. recognition skills. Investigations on students with Learning Disability between the ages of 5. In what types of settings should the 8 to 10 have showed interventions using LiPS LiPS program be used? to improve reading skills dramatically http://www.lindamoodbell.com/ (Pokorni, Worthington, Jamison, 2004).

LiPS has thus been evaluated by 6. National Reading Panel (2000). Teaching independently gathered research and children to read: An evidence-based assessment of the scientific research literature on reading support has been provided for its use. and its implications for reading instruction. NIH Publication No. 00-4754. Washington, DC: 7. What are the materials and costs National Institute of Child Health and Human associated with the program? Development.

The complete LiPS-4 kit ($445) includes a 7. Pearson Education Inc. (2011). LiPS-4 (LiPS: trainer’s manual (with DVD) and all student The Lindamood Phoneme Sequencing® Program materials (15 Mouth Picture Magnets, 21 for Reading, Spelling, and Speech - Fourth small colored squares magnets, 53 letter Edition). Retrieved October 24, 2011, from magnets and 3 blanks, 4 large colored squares http://www.pearsonassessments.com/HAIWEB/C magnets, 60 syllable magnets, and 11 1/4" x ultures/en-us/Productdetail.htm?Pid=LiPS- 30" white, tri-fold, magnetic write on-wipe 4&Mode=summary off board, 64 Playing Cards, 8 phonological 8. Pokorni, J. L., Worthington, C. K., Jamison, P. awareness and sequencing storybooks) and a J. (2004). Phonological Awareness Intervention: teacher's guide. Information is not available Comparison of Fast ForWord, Earobics, and on the cost of training for instructors. LiPS. Journal of Educational Research, 97, 3, 147-157. References 9. Schacter, J. Reading programs that work: A 1. Alexander, A., Anderson, H., Heilman, P., review of reading programs for pre-kindergarten Voeller, K., & Torgesen, J. (1991). Phonological to fourth grade. California: Author. awareness training and the remediation of analytic decoding deficits in a group of severe dyslexics. 10. Swanson, H.L. (1999). Instructional Annals of Dyslexia, 41, 193-206. components that predict treatment outcomes for students with learning disabilities: Support for a 2. Fletcher, J.M., Lyon, G.R., Fuchs, L.S., & combined strategy and direct instruction model. Barnes, M. (2007). Learning Disabilities: From Learning Disabilities Research and Practice, 14, Identification to Intervention. New York: The 129-140. Guilford Press. 11. Torgensen, J.K. (2006). Recent discoveries on 3. Florida Center for Reading Research. (n.d.). remedial interventions for children with dyslexia. Lindamood Phoneme Sequencing Program for In Snowling, M.J. & Hulme, C. (Eds.) The Reading, Spelling, and Speech (LiPS). Retrieved Science of Reading: A Handbook. New York: from http://www.fcrr.org Blackwell Publishing Ltd.

4. Kennedy, K., & Backman, J. (1993). 12. Torgesen, J., Alexander, A., Wagner, R., Effectiveness of the Lindamood Auditory Rashotte, C., Voeller, K., Conway, T. & Rose, E. Discrimination in Depth Program with students (2001). Intensive remedial instruction for children with learning disabilities. Learning Disabilities with severe reading disabilities: Immediate and Research and Practice, 8 long-term outcomes from two instructional (4), 253-259. approaches. Journal of Learning Disabilities, 34, 33-58. 5. Lindamood-Bell Learning Processes. (n.d.). Research. Retrieved October 21, 2011, from Reviewed by: Linda Iwenofu & Tina Azarbad