Lindamood-Bell School Partnerships Facilitate Reading Success Amid NAEP Scores Decline

(MENAFN- PR Newswire)

SAN LUIS OBISPO, Calif., Feb. 18, 2025 /PRNewswire/ -- According to the recent 2024 National Assessment of Educational Progress (NAEP) report, also known as The Nation's Report Card, U.S. students' reading scores continue to decline steadily. The report states that 40 percent of fourth graders and 33 percent of eighth graders are not reading at NAEP's basic level, the highest percentage ever noted.

"Despite over three decades of federal legislation and billions spent on literacy programs, NAEP scores show little progress in American children's reading skills," said Nanci Bell, literacy expert and co-founder of Lindamood-Bell Learning Processes (LBLP). "Even with a focus on the science of reading, scores declined again in 2024."

While low reading scores aren't a new problem, their continued decline reflects an urgent need for more effective interventions to address the root causes of reading challenges. "For more than two decades, LBLPs more comprehensive, neuroscience-backed approach-the Cognitive Science of Learning-has proven effective in significantly improving student reading achievement in schools and districts nationwide," Bell said.

Since the early 2000s, this "more comprehensive, neuroscience-backed approach" has fueled Lindamood-Bell School Partnerships' proven track record of teacher professional development and student achievement success, including:

• An 11-year comprehensive district reform effort in a large urban district in Colorado showed that the district improved 26 percentage points above the average of comparison schools in reading proficiency. The study concluded that the district "went 'by the book' in producing large-scale reform with much success."
• A School Improvement Initiative supported by the Colorado Department of Education resulted in one of the lowest-performing schools in the state, making the largest increase in reading achievement. Over four years, reading proficiency improved from 31% of students to 70%, while other low-performing schools in the cohort only increased from 43% to 53%.
• A dyslexia-mandated initiative where 518 students with dyslexia significantly improved their reading skills. In a comparison of special education rates, 384 students were transitioned from special education to mainstream classes during the intervention period, compared to 220 students before the intervention over the same period.

About Lindamood-Bell Learning Processes
Lindamood-Bell believes that all children and adults can learn to read and comprehend to their potential. For nearly 40 years, their evidence-based instruction has changed the lives of individuals with learning challenges such as dyslexia, ADHD, and autism. In addition to their 50 Learning Centers, they provide professional development for educators worldwide and engage in peer-reviewed research with universities, including MIT and Stanford. Visit to learn more.

Contact: Paul Worthington, Director of Research & Development, [email protected] , (805) 541-3836

SOURCE Lindamood-Bell Learning Processes

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