Program Description

"The Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech (LiPS), now in its fourth edition, is an oral-motor, visual, and auditory feedback system for clinical or classroom use that was designed to foster phonemic awareness (i.e., the ability to identify, number, and order phonemes in syllables and words) in people from preschool age through adulthood. These phonemic awareness skills are a first step toward helping students become independent in reading and spelling."

Cost

$515.95/kit

Intended Population

• Any

Grade

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

Intended Group Size

• Individual
• Small group
• Classroom

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 literature found that there is a large amount of research with generally positive findings; however, there are limitations to the methods which preclude them from WWC and our rating. Two peer-reviewed randomized controlled trials reported statistically significant positive outcomes, although one study specified that statistically significant positive outcomes only remained in one category after one year. An additional peer-reviewed study showed improvements in phonemic awareness and letter/sound correspondence, while another study reported overall mixed effects. A study included in the WWC report displayed neutral effects, but is not peer-reviewed; therefore, does not weigh into our rating. The WWC report on LiPS indicates potentially positive effects on comprehension and mixed effects on alphabetics for beginning readers.

Study Citations

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. (UMI No. 9706736) (WWC)

Mclntyre, L., Protz, S., & McQuarrie, L. (2008). Exploring the potential of LiPS instruction for beginning readers. Developmental Disabilities Bulletin, 36(1-2), 18–48.

Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: comparison of Fast ForWord, Earobics, and LiPS. The Journal of Educational Research, 93(3), 147-157. https://doi.org/10.3200/JOER.97.3.147-158

Rezaie, M., Faramarzi, S., Alimirzaie, M. (2024). The impact of Lindamood Phonological Sequencing Program on the reading performance of students with specific learning disorder. Advances in Cognitive Sciences, 26(1), 76-90.

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. (WWC)

What Works Clearinghouse (WWC) Report

• Mixed effects
• Potentially positive effects

Evidence Base (ESSA)

• Promising

Evidence-Based Practice (EBP)

• Promising practice

Additional Reviews

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