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ERIC Number: ED496197
Record Type: Non-Journal
Publication Date: 2007-Apr-23
Pages: 16
Abstractor: ERIC
Reference Count: 26
Auditory Discrimination in Depth (ADD)[R]/Lindamood Phonemic Sequencing (LiPS)[R]. What Works Clearinghouse Intervention Report
What Works Clearinghouse
The "Auditory Discrimination in Depth (ADD) Program[R]" (currently called the "Lindamood Phonemic Sequencing (LiPS) Program[R]") is designed to teach students skills to successfully 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 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. The "Auditory Discrimination in Depth Program[R]" is individualized to meet students' needs and is often used with students who have learning disabilities or difficulties. The version of the program tested here involved computer-supported activities. One study of "Auditory Discrimination in Depth[R]" met the 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 "Auditory Discrimination in Depth[R]" to be small for alphabetics and comprehension. No studies that met WWC standards with or without reservations addressed fluency or general reading achievement. Based on one study, "Auditory Discrimination in Depth[R]" 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. (Contains 15 footnotes.) [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Torgesen, J., Wagner, R., Rashotte, C., & Herron, J. (2003). "Summary of outcomes from first grade study with Read, Write and Type and Auditory Discrimination in Depth Instruction and software with at-risk children" (FCRR Tech. Rep. No. 2). Retrieved from Florida Center for Reading Research Web site:]
What Works Clearinghouse. 2277 Research Boulevard, MS 5M, Rockville, MD 20850. Tel: 866-992-9799; Fax: 301-519-6760; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A