Lindamood-Bell and the Dual Coding Theory
As I mentioned in my previous blog, Paivio’s theory of dual coding is used extensively at Lindamood-Bell, and the practices of Lindamood-Bell — primarily the benefits to the students — have been published in various peer-reviewed journals.
For students first learning words, or even letters, a clinician will show a letter, tell what the letter is and what sound it makes. The clinician then asks the student to repeat the name of the letter and the sound it makes. And as a final step, the clinician will ask the student to draw the letter in the air right in front of his eyes. So, here we have the combination of visual and auditory learning. The goal is for students to first see words and then concepts in their minds. English, of course, doesn’t play fair, so while the program might start very similar to “Hooked on Phonics”, it progresses to teach students common endings, the schwa, flexing vowels, and other instances when words don’t follow the general rules.
Lindamood-Bell, along with many respected psychologists and educators, recognizes that even when students can recognize words and pronounce them correctly, they still might not be able to comprehend what they’re reading. It could be something simple like the particular text has a lot of vocabulary with which the student is not familiar. The simple solution, then, is to increase his vocabulary. Or, it could be a more complicated issue, such as a learning disorder known as hyperlexia, where students can read, but they can’t form concepts in their mind about what they’re reading. Using the dual coding theory, once again, Lindamood-Bell will either instruct the clinician or the student to read a story out loud (auditory). Then, the clinician will ask the students to act as though they are the directors and what they have just read is a script (visual). “What kind of setting do you see?” “What do the people look like?” “What is the mood of the people in the scene?” Lindamood-Bell wants the students to have such a solid movie in their brains so that when the reading is taken away from them, they can easily recall the facts of the story and be prepared for higher order thinking questions. Depending on the age or grade level, Lindamood-Bell has seen students’ reading levels increased by at least two levels, and at most (from my experience as a clinician), five levels. I am always amazed to see the progress students have made as they near the end of their program.
So, great! I’ve told you how using both auditory cues and visual cues can increase learning when it comes to the basics of word recognition and reading comprehension – speaking, drawing letters, creating images in your mind. How does the dual coding theory work with music education or music cognition?
You’ll have to read my next blog to find out!