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Krasnow Institute > Monday Seminars > Abstracts Phonological Awareness Training for Adolescents: Barbara Given A large body of research identifies difficulty with phonological processing as the fundamental deficit for many children with reading and language impairments. Difficulty discriminating rapid acoustic information appears to interfere with the development of phonological processes. When speech sounds were electronically digitized and slowed, children with receptive language deficits between the ages of five and eleven years received the sounds within the normal range. With intensive intervention, they "reprogrammed their brains" to interpret sounds at a normal rate. Similar research is unavailable for youngsters between 11 and 15 years of age-a range generally considered beyond the critical period for language development. In this presentation I will describe a collaborative pilot study designed to investigate the effects of an intensive, acoustically modified, computer-driven language intervention program (Fast ForWord) with middle school students. The pilot is a collaborative efforts among Krasnow Institute researchers, Guenivere Eden and Christine Brown of Georgetown University Neuroimaging Laboratory, teachers, parents, and students from three Northern Virginia school divisions. Data are currently being analyzed, so results are not yet available; however, I hope to share preliminary impressions.
The Krasnow Institute for Advanced Study |
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