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EBP Compendium: Summary of Systematic Review

Institute of Education Sciences
Lindamood Phonemic Sequencing® (LiPS)®

IES What Works Clearinghouse Intervention Report.

Indicators of Review Quality:

The review addresses a clearly focused question No
Criteria for inclusion of studies are provided Yes*
Search strategy is described in sufficient detail for replication No
Included studies are assessed for study quality Yes
Quality assessments are reproducible Yes

Description: This is a systematic review of studies investigating the effects of the Lindamood Phonemic Sequencing (LiPS) program on alphabetic, fluency, comprehension, and general reading achievement of school-aged children (grades K-3). The effectiveness of the intervention was categorized as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse (WWC)classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards). 

Question(s) Addressed:

Question not specifically stated.

Population: Children in grades K-3.

Intervention/Assessment: Lindamood Phonemic Sequencing (LiPS)®

Number of Studies Included: 1

Years Included: Not stated



  • Treatment
    • Language
      • Reading
        • One study included in this review met the WWC criteria (Meets Evidence Standards) and found the LiPs program to have "potentially positive effects on alphabetics, reading fluency and math, no discernible effects on reading comprehension, and potentially negative effects on writing for students with learning disabilities" (p. 5).
        • "Based on this study, the WWC considers the extent of evidence for LiPS® on students with learning disabilities to be small for alphabetics, reading fluency, reading comprehension, writing, and math" (p. 3). 

Keywords: Language Disorders, Speech Disorders, Phonological Disorders

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*See the WWC Evidence Review Protocol for inclusion criteria.

Added to Compendium: December 2011

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