Lindamood Phoneme Sequencing Program - ADHD, LD



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 Phoneme Sequencing (LiPS-4) program?

LiPS-4 is designed to teach and improve skills in phonemic awareness, phonemic decoding, sight word knowledge, orthographic processing and spelling skills through the use of an oral-motor, visual, and auditory feedback system that allows individuals to identify, sequence, and map letters to their sounds or phonemes. This program is considered a multisensory reading program and its main objective is to develop fluent, self-correcting readers and capable spellers.

2. With whom can it be used?

LiPS-4 can be used with all ages, from preschool to adulthood. Individuals with functional speech-language delay, English as a second language, dyslexia, autism, apraxia, pervasive developmental delay, traumatic brain injury, as well as, children who are just beginning to learn how to read may benefit from this software program.

3. What are the main components of

LiPS-4?

The lessons in LiPS-4 are designed to transition a student to reading and writing independently by rapidly moving the student into reading in context and writing in descriptive and explanatory format. Additionally the student is provided with horizontal and vertical paths to complete each step in the program:

□ Vertical Path– presents only three consonants and three vowels and uses them to track, spell, and read simple syllables.

□ Horizontal Path –begins with all consonant sounds and then follows by vowels.

The program is structured in a progression of five levels:

1) Establishing a climate for learning

2) Identifying and classifying speech

sounds (i.e. consonants and vowels)

3) Tracking speech sounds

▪ Using mouth pictures and coloured blocks

4) Associating sounds and symbols

5) Spelling and Reading

▪ Using letter symbols printed on tiles and felt squares

▪ Integrate auditory tracking skills and sound-symbol associations

▪ Direct instruction in sight words and context clues in reading

In sum, initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. Once students can produce, label, and organize sounds with their mouths, activities in sequencing, reading, and spelling are completed. Direct instruction is also then offered in letter patterns, sight words, and context clues in reading.

When LiPS is used as a preventative tool:

▪ It can supplement the core reading program, or;

▪ It can serve as sole means of phonemic awareness/phonics instruction

When LiPS is used as an intensive intervention:

▪ Instruction is recommended for two to four hours a day, five days a week for eight-twelve weeks.

Classroom teachers, tutors, speech-language pathologists, and other specialists can provide instruction using this program.

4. What teaching procedures should be used with the LiPS program?

The following instructional techniques are utilized in the LiPS program:

➢ Multi-sensory (VAKT): Incorporates all learning pathways (visual/auditory, kinesthetic, tactile) to enhance memory and learning;

➢ Systematic and cumulative instruction: Involves progression from the most basic level of language instruction to more advanced material. Each new level builds on past learning;

➢ Direct instruction: Letter patterns, sight words and context clues are directly and explicitly taught, with constant student-teacher interaction;

➢ Cognitive strategies instruction: Mnemonic labels are given to phonemes that occur in similar positions in the mouth to facilitate retrieval and production (i.e. “Lip Poppers” to the plosives /b/ and /p/). As phonemic/articulatory awareness is taught, self-correction and self-monitoring are used to ensure reading accuracy;

➢ Guided discovery techniques: Individuals explore physical movements associated with sounds, using their own senses to hear, see and feel English speech sounds.

5. In what types of settings should the LiPS program be used?

LiPS-4 can be used in small group or one-on-one settings. It can be used by teachers working with students in a whole class, small groups or one-to-one.

6. To what extent has research shown the LiPS program to be useful?

LiPS is based on scientific research that supports the explicit and systematic instruction of phonemic/phonological awareness and phonemic decoding (Fletcher et al., 2007). Several independent research studies have evaluated LiPS and have provided support for the efficacy of its instructional content and design.

One of the notable studies on LiPS is the National Reading Panel (NRP, 2000) review on essential instructional mechanisms to become a proficient reader. The study cited LiPS as “well designed, high quality research that highlighted the effectiveness of direct instruction in phonemic awareness” (p. 36).

In another study, Torgesen et al. (2001) compared LiPS to a similar, intensive intervention called Embedded Phonics (EP) to assess the relative effectiveness of both programs as a remedial intervention for students with severe reading disabilities. Post-intervention results indicated that students who were randomly assigned to both groups experienced a dramatic increase in reading ability. Particularly they improved in their ability to apply phonemic decoding strategies to unknown words compared to a control group receiving regular special needs education.

Another study conducted on Kindergarteners at risk of reading failure showed LiPS program (formerly ADD) to boost word recognition skills. Investigations on students with Learning Disability between the ages of 8 to 10 have showed interventions using LiPS to improve reading skills dramatically (Pokorni, Worthington, Jamison, 2004).

LiPS has thus been evaluated by independently gathered research and support has been provided for its use.

7. What are the materials and costs associated with the program?

The complete LiPS-4 kit ($445) includes a trainer’s manual (with DVD) and all student materials (15 Mouth Picture Magnets, 21 small colored squares magnets, 53 letter magnets and 3 blanks, 4 large colored squares magnets, 60 syllable magnets, and 11 1/4" x 30" white, tri-fold, magnetic write on-wipe off board, 64 Playing Cards, 8 phonological awareness and sequencing storybooks) and a teacher's guide. Information is not available on the cost of training for instructors.

References

1. Alexander, A., Anderson, H., Heilman, P., Voeller, K., & Torgesen, J. (1991). Phonological awareness training and the remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206.

2. Fletcher, J.M., Lyon, G.R., Fuchs, L.S., & Barnes, M. (2007). Learning Disabilities: From Identification to Intervention. New York: The Guilford Press.

3. Florida Center for Reading Research. (n.d.). Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LiPS). Retrieved from

4. Kennedy, K., & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities Research and Practice, 8

(4), 253-259.

5. Lindamood-Bell Learning Processes. (n.d.). Research. Retrieved October 21, 2011, from



6. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No. 00-4754. Washington, DC: National Institute of Child Health and Human Development.

7. Pearson Education Inc. (2011). LiPS-4 (LiPS: The Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech - Fourth Edition). Retrieved October 24, 2011, from

8. Pokorni, J. L., Worthington, C. K., Jamison, P. J. (2004). Phonological Awareness Intervention: Comparison of Fast ForWord, Earobics, and LiPS. Journal of Educational Research, 97, 3, 147-157.

9. Schacter, J. Reading programs that work: A review of reading programs for pre-kindergarten to fourth grade. California: Author.

10. Swanson, H.L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14, 129-140.

11. Torgensen, J.K. (2006). Recent discoveries on remedial interventions for children with dyslexia. In Snowling, M.J. & Hulme, C. (Eds.) The Science of Reading: A Handbook. New York: Blackwell Publishing Ltd.

12. Torgesen, J., Alexander, A., Wagner, R., Rashotte, C., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.

Reviewed by: Linda Iwenofu & Tina

Azarbad

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