Program Description

"The Lindamood Phoneme Sequencing® (LiPS®) Program for reading, spelling, and speech, is an oral-motor, visual, and auditory feedback system for clinical or classroom use that was designed to foster phonemic awareness in people from preschool age through adulthood"

Cost

$490.95/kit; additional materials can be purchased separately

Intended Population

• Any

Grade

• Pre-K
• Elementary School
• Middle School
• High School

Intended Group Size

• Individual
• Small group

ELL/DLL

• None

Multisensory Applications

• Yes

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The NeMTSS review of the research evidence indicates mixed effects of the Lindamood Phoneme Sequencing program; one study reported (non-statistically significant) negative outcomes, while another reported statistically significant positive outcomes for comprehension and alphabetics (decreased at the one-year follow-up). Another study found modest but statistically significant gains in phonemic awareness in a small sample of students with sickle cell disease. The WWC report on LIPS indicates potentially positive effects on comprehension and mixed effects on alphabetics for beginning readers.

Study Citations

Boggs, J., Freeman, M., Okhomina, V. I., Kang, G., Heitzer, A. M., & Wang, W. C. (2022). Reading intervention targeting phonemic awareness and symbol imagery in children with sickle cell disease. Pediatric Blood & Cancer, 69(3). https://doi.org/10.1002/pbc.29561

Gunn, B. K. (1996). An investigation of three approaches to teaching phonological awareness to first-grade students and the effects on word recognition (Doctoral dissertation). Available from ProQuest Dissertations and Theses database.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of dyslexia, 60(1), 40–56. https://doi.org/10.1007/s11881-009-0032-y

What Works Clearinghouse (WWC) Report

• Mixed effects
• Potentially positive effects

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Mixed evidence

Additional Reviews

• https://www.leadersproject.org/2014/01/14/contemporary-approaches-to-intervention-lindamood-phoneme-sequencing-lips-program-for-reading-spelling-speech/