In 2005 an article stated that "the poor and disadvantaged have less cognitive ability than those from higher-status families." This is wrong and we can prove it. Learn how a 2005 summary can show that students of all levels, can close the achievement gap, even in a school setting. http://www.lindamoodbell.com/Race-to-the-Top-School-Turnaround.Aspx

1. Closing the Achievement Gap IS Possible a 2005 Summary

6. Less Cognitive Ability? This is wrong!

7. Clinical Intervention to Public Schools A Partnership: Lindamood-Bell and Pueblo District 60 Scaling up and Closing the Achievement Gap

11. Less Cognitive Ability? Nature-Nurture? Another way to answer the question regarding whether low socioeconomic and minority children have less cognitive ability is to look at the nature-nurture issue. Is the population mean lower as a result of low socio-economic status and high-minority? Will the midline (mean) be moved to the left because of these two variables?

12. Nature-Nurture Question? Two questions about genetic and environmental influences on the distribution of reading achievement and related skills in the population: Group Deficits and Individual Differences Population Mean Norman Geschwind Lecture Int’l Dyslexia Association Conference Denver, CO (Nov. 2005) Dr. Richard Olson, University of Colorado

13. 300 400 500 600 700 800 Pueblo 579 District? 530 Nature-Nurture Question? Overlapping 3 rd grade CSAP Distributions for Pueblo 60 and Comparable District Norman Geschwind Lecture Int’l Dyslexia Association Conference Denver, CO Dr. Richard Olson

14. Sadoski and Willson, 2006, American Educational Research Journal (AERJ): “ Scaling up” educational interventions has been a troubling issue in educational research.” “ Despite the ongoing national debate about improving reading achievement in schools, reading research has produced very few studies of the effects of specific instructional programs on student achievement scores on current large-scale assessments.” “ Still fewer of these studies have focuses on instructional programs with a specific theoretical base.” Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District*

15. “ The Lindamood-Bell programs explicitly employ the principles of dual coding theory.” “ The emphasis on associating language with multisensory mental images is a direct application of dual doing theory (i.e., instruction in mentally encoding information in both linguistic and imaginistic forms).” “ Unifying reading and writing under the aegis of a theory of general cognition is a timely and inevitable scientific step.” “ Any theory of reading or writing that does not eventually align with a broader theory of general cognition will not endure. Reading and writing are cognitive acts.”

16. Multisensory processing includes imagery. Directly developing dual coding of verbal and nonverbal processing improves language and literacy skills.

17. Children from low socio-economic status families can close the achievement gap. The poor and disadvantaged do not have less cognitive ability.

18. For additional information on closing the achievement gap and our school partnerships: 1-800-233-1819 www.lindamoodbell.com