WWC Summary of Evidence for this Intervention
Lindamood Phoneme Sequencing (LiPS)
The Lindamood Phoneme Sequencing® (LiPS®) program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. LiPS® is designed for emergent readers in kindergarten through grade 3 or for struggling, dyslexic readers. The program is individualized to meet students’ needs and is often used with students who have learning disabilities or difficulties. Initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. After students are able to produce, label, and organize the sounds with their mouths, subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words. The program also offers direct instruction in letter patterns, sight words, and context clues in reading.
November 2015
As of November 2015, no studies of Lindamood Phoneme Sequencing (LiPS) were found that fell within the
scope of the Beginning Reading review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Lindamood Phoneme Sequencing (LiPS) to improve outcomes in this area.
December 2005
As of December 2005, no studies of Lindamood Phoneme Sequencing (LiPS) were found that fell within the
scope of the Early Childhood Education review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Lindamood Phoneme Sequencing (LiPS) to improve outcomes in this area.
March 2010
As of March 2010, no studies of Lindamood Phoneme Sequencing (LiPS) were found that fell within the
scope of the Students with a Specific Learning Disability review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Lindamood Phoneme Sequencing (LiPS) to improve outcomes in this area.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
The sample size for the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.
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