The Effects of the Lindamood Bell Phoneme Sequencing Program on Bilingual and Premature Preschool Students with Speech Delays

Abstract

A speech delay occurs when the speech process is acquired at a slower rate than typical and can delay learning to read. This quasi-experimental study observed how the intervention of Lindamood Phoneme Sequencing Program (LiPS) benefited preschool students that were either bilingual or prematurely born with a speech delay. The LiPS program consisted of face placement and shape, and the sound-symbol connection for the preschool students to make deep connections with 10 phonemes: a, e, i, o, u, p, b, f, v, k. The preschool students were assessed with a pre-assessment and post-assessment to observe if any improvement was achieved with the LiPS program. The results found that the premature students gained more from the LiPS program, but that it was beneficial for both groups. This study rejected the null hypotheses for there were significant differences in learning the 10 English phonemes with the LiPS program.