Work

Neuroscience illuminating the influence of auditory or phonological intervention on language-related deficits

Year: 2015

Type: review

Abstract: Remediation programs for language-related learning deficits are urgently needed to enable equal opportunities in education. To meet this need, different training and intervention programs have been developed. Here we review, from an educational perspective, studies that have explored the neural basis of behavioral changes induced by auditory or phonological training in dyslexia, specific language impairment (SLI), and language-learning impairment (LLI). Training has been shown to induce plastic changes in deficient neural networks. In dyslexia, these include, most consistently, increased or normalized activation of previously hypoactive inferior frontal and occipito-temporal areas. In SLI and LLI, studies have shown the strengthening of previously weak auditory brain responses as a result of training. The combination of behavioral and brain measures of remedial gains has potential to increase the understanding of the causes of language-related deficits, which may help to target remedial interventions more accurately to the core problem.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2015.00137

Authors: Sari Ylinen, Teija Kujala

Institution: University of Helsinki

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: gold

Estimated APC paid: $3,801