If the brain can change,


the behavior can change...

The Lindamood-Bell® Learning Processes

For over 30 years, the research-validated Lindamood-Bell® Learning Processes programmes have been proven to improve the lives of students with dyslexia and other language-based difficulties. These programmes develop the component parts of learning and change the way the brain itself processes information, rather than trying to teach students compensatory strategies to access content. Compensatory efforts have all too often kept a student locked in an endless cycle of remediation, struggling to keep up and falling further behind.


If the brain can change, the behaviour can change. Following many discussions with teachers and others involved in education, the need for a more systematic approach to training early childhood and special needs teachers in Jamaican schools emerged and a stated desire from the teachers to continue to learn the process-based instructional model of Lindamood-Bell®.


Seeing Stars® and Visualizing and Verbalizing® are based on a theory of cognition known as Dual Coding Theory developed by Allan Paivio. Mark Sadoski said, “Dual coding theory is an embodied theory of mind in which all cognition consists of the independent activity of, or interplay between, two great mental codes: a verbal code specialised for language and a nonverbal code specialised for knowledge of the world in the form of mental images derived from experience.”


Students also learn to develop both numeral and concept imagery for numbers and number operations through the On Cloud Nine® programme, integrating imagery with language to improve computation and problem solving. As a result, children have increased knowledge of math facts, an awareness of mathematical concepts, an understanding of word problems and improved test scores.


“Lindamood-Bell® is extremely appreciative of the opportunity to work with students and teachers of Jamaica. We believe improved literacy instruction is critical to providing these students the best opportunity for success in school and in life. We look forward to future collaborations in serving the students and teachers of Jamaica.” Dave Kiyvyra, Director of Development

The Creative Language-Based Learning Programme

Our intensive six-step approach empowers teachers to return to their jobs and communities, eager and excited to teach children in a different way-helping them to reach their full potential.


Step 1: Teacher Interview and Selection Process


Early childhood education and special needs’ teachers from across the island with various backgrounds and qualifications are invited to apply. Teachers who indicate some practical analysis of their students’ challenges and are keen to know how best to serve them, as well as teachers who already have an interest in communicating best practices with colleagues are given priority.


Our selected candidates have an interest in process-based instruction; comfort with some of the language and strategies; a need among their student population; and an ability to communicate effectively with peers and colleagues. We foster a professional learning community by including teachers who working alongside each other at the same schools and institutions. To apply, click here (link to application)


Step 2: Seeing Stars® and Visualising and Verbalising® Workshop


Our Seeing Stars® (SITM) workshop gives participating teachers the underlying sensory cognitive functions for both quick and accurate phonological and orthographic processing, which are essential for the development of word attack, sight word recognition, fluent and accurate reading and spelling.


Visualising and Verbalising® (V/V) facilitates teachers learning to help their students develop concept imagery, the foundational sensory cognitive process underlying both oral and written language comprehension and critical thinking.


Step 3: Job-Embedded Professional Development & Instructional Coaching


We provide onsite training and evaluation to facilitate professional development- tailored to individual needs. We believe the process needs to be ongoing, interactive and follow several different approaches.


Our school-based professional development allows these individual needs to be identified and addressed. Our primary focus at this phase is to model, team teach, mentor and refine instructional language and delivery, refine effective error-handling and lesson planning and finally, implementation.

Step 4: Summer School by Lindamood-Bell®

Lindamood-Bell® consultants oversee participating teachers instruct nominated children from their own schools in four or six hour - daily summer sessions, with the intention of having 60-90 hours of instruction for each student.

Through these sessions, teachers will receive additional professional development under the guidance of a Lindamood-Bell® consultant in the programme steps, practice sessions, coaching, feedback and professional goal setting.

To further develop sustainability, the participation of previous year’s teachers is critical, developing them as local instructional leaders by moving through the ongoing phases of accreditation.

Step 5: On Cloud Nine® Workshop & Kits (Maths)

Our On Cloud Nine® (OCN) workshop trains teachers in helping students image and verbalise the concepts and processes of mathematics. OCN students learn to develop both numeral and concept imagery for numbers and number operations, integrating imagery with language to improve computation and problem solving.

Teachers are taught the techniques of the programme through discussion, demonstration, video, reading, and supervised practice. On completion of the workshop, each teacher receives a complete On Cloud Nine® Kit for their school.

Step 6: School Year Job-Embedded Instructional Leadership

Development & Monitoring

Continuing into the school year, we provide ongoing onsite support to ensure that newly developed methodologies are effectively transferred into the classroom.

School year job-embedded professional development allows for trained teachers to continue through the phases of accreditation towards becoming instructional leaders. Our primary focus at this phase is to mentor and refine instructional language, delivery and implementation, goal setting and lesson planning using formative and summative assessments and finally, coaching teachers into becoming mentors who can effectively train colleagues and share strategies.

The secondary focus at this phase is to train teachers in the effective use of the year round monitoring tools, ensuring that they are keeping accurate and comprehensive records of their students progress using the bespoke online portal.