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Overview1
Program Description2
The Lindamood Phonemic Sequencing (LiPS)® program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students skills to decode words and to identify individual sounds and blends in words. 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, 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. The LiPS® program is individualized to meet students’ needs and is often used with students who have learning disabilities or reading difficulties. The version of the program tested here involved computer-supported activities.
Research
One study of LiPS® meets What Works Clearinghouse (WWC) evidence standards. The study included 150 first-grade students in five elementary schools. The WWC considers the extent of evidence for LiPS® to be small for alphabetics and comprehension. No studies that meet WWC standards with or without reservations addressed fluency or general reading achievement.3
Effectiveness
Based on one study, LiPS® was found to have potentially positive effects on alphabetics and no discernible effects on comprehension. Findings on fluency and general reading achievement were not reported in the study.
| Alphabetics | Fluency | Comprehension | General reading achievement | |
|---|---|---|---|---|
| Rating of effectiveness | Potentially positive | na | No discernible effects | na |
| Improvement index4 | Average: +17 percentile points Range: –1 to +35 percentile points |
na | Average: +6 percentile points Range: 0 to +20 percentile points |
na |
| na = not applicable | ||||
1 This report has been updated to include reviews of 12 studies that have been released since 2005. Of the additional studies, all 12 were not within the
scope of the protocol. A complete list and disposition of all studies reviewed are provided in the references.
2 The descriptive information for this program was obtained from a publicly available source: the program’s website (http://www.lindamoodbell.com/programs/lips.html, downloaded October 2008). The WWC requests developers to review the program description sections for accuracy from their
perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.
3 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
4 These numbers show the average and range of student-level improvement indices for all findings across the study.
