Lindamood Phoneme Sequencing (LiPS)¶
Product or Programme · All products and programmes
Evidence · 13 claims (5 for, 5 mixed, 3 against) · 4 studies (2 causal, 1 quant-synthesis, 1 review),q2–q3· 3 of 4 report an effect size · 13 claims rest on one study
Description¶
A branded phonological-awareness and decoding intervention developed by Lindamood-Bell Learning Processes for emergent and struggling readers, including students with dyslexia.
Components¶
Claims¶
- The evidence base for LiPS with students with learning disabilities is small: one RCT met WWC standards out of 31 reviewed studies [~W]
- LiPS has no discernible effects on reading comprehension for students with learning disabilities [-W]
- LiPS has potentially negative effects on writing: comparison students significantly outperformed LiPS students on the KTEA Spelling subtest [-W]
- LiPS has potentially positive effects on alphabetics for students with learning disabilities, with statistically significant advantages on two of eight measures [+W]
- LiPS shows potentially positive effects on math: no statistically significant effect on the WJ–R Calculation subtest, but a positive effect size of 0.30 judged substantively important [+W]
- LiPS shows potentially positive effects on reading fluency: authors found significant effects on GORT–III Reading Accuracy and Reading Rate, but WWC analyses did not confirm significance [+W]
- One-year follow-up and LiPS-vs-RWT supplemental comparisons showed mostly non-significant differences, with some follow-up alphabetics effects remaining significant [~W]
- In Torgesen et al. (2010), LiPS produced statistically significant positive effects on word accuracy/fluency, phonemic decoding, phonological awareness, and spelling versus a basal reading program [+M]
- In Gunn (1996), LiPS effects on word accuracy/fluency and phonemic decoding were negative and substantively important but not statistically significant [-W]
- No individual alphabetics outcome reached statistical significance in the WWC analysis [~W]
- LiPS has mixed effects on alphabetics for beginning readers: positive and statistically significant in one trial, negative and substantively important (but not significant) in another [~W]
- LiPS has potentially positive effects on comprehension for beginning readers, based on one randomized trial showing a statistically significant positive effect on passage comprehension [+W]
- Read, Write & Type!™ shows no statistically significant alphabetics advantages over the Auditory Discrimination in Depth® comparison [~W]
Related Products and Programmes¶
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Key Sources¶
- What Works Clearinghouse, U.S. Department of Education. (2010). What Works Clearinghouse Intervention Report: Lindamood Phoneme Sequencing® (LiPS®). Students with Learning Disabilities. https://ies.ed.gov/ncee/wwc/InterventionReport/279
- Lindamood Phoneme Sequencing® (LiPS®): Beginning Reading. (2015). What Works Clearinghouse Intervention Report, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/280
Page metadata
| Field | Value |
|---|---|
type |
product |
id |
lindamood-phoneme-sequencing-lips |
title |
Lindamood Phoneme Sequencing (LiPS) |
description |
A branded phonological-awareness and decoding intervention developed by Lindamood-Bell Learning Processes for emergent and struggling readers, including students with dyslexia. |
status |
review |
moved_from |
element/lindamood-phoneme-sequencing-lips-program, element/lips-program-articulation-phonemic-sequencing |
product_kind |
programme |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — what-works-clearinghouse-2010, lindamood-phoneme-sequencing-lips-beginning-reading-2015 |
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