Enhancing Language and Literacy Is a Matter of Time

• In Event: Translating Scientific and Technological Advances From the Laboratory to the Classroom: It’s About Time

Abstract

Objective:. This presentation will review experimental studies that elucidate the foundational neural and cognitive factors that drive individual difference in language and literacy development. The scientific learning principles that have been found to most effectively drive neuroplastic changes in the brain also will be reviewed. Next, data derived from remediation studies, coupled with neuroimaging approaches, will be presented. These studies demonstrate the significant improvements in spoken and written language that can be achieved by coupling neuroplasticity-based training aimed at improving acoustic/phonetic, as well as higher order linguistic processing, with those aimed at driving neuroplastic changes in areas of the brain important for rapid temporospectral processing, phonological processing, language and reading.

Theoretical Framework:
Language-based learning disorders affect approximately 20% of the population and increase the risk of academic failure. Developmental deficits that affect speech perception increase the risk of developing language and literacy impairments. In turn, developmental language-based learning disorders have been shown to result in lowered academic achievement and occupational attainment. Both genetic and environmental factors have been shown to contribute to the etiology of language-based learning disorders (which include, amongst others, specific language impairment, dyslexia and autism). I will present behavioral as well as neuroimaging data from neurotypical as well as language- learning impaired children. Specifically, I will present data that demonstrate a critical role for spectrotemporal auditory processing in the analysis and segmentation of the ongoing speech stream, and its importance for understanding the link between spoken and written language.

Methods:
Behavioral experimental laboratory studies, single cell recording and neuroplasticity studies in animals, neuroplasticity-based training studies in children. neuroimaging (fMRI).

Results:
Children who are slower at processing brief, rapidly successive auditory stimuli (both non-verbal as well as verbal) are more likely to have attention deficits, deficits in verbal working memory and both spoken and written language deficits. (Tallal, 2004). The speed of auditory processing can be significantly improved through intensive, neuroplasticity-based training (disguised as computer video games). These improvements have been shown to generalize to improved attention, speech discrimination, phonological awareness and language comprehension for both spoken and written language (Merzenich et. al, 1996; Tallal et al., 1996; Stevens et. al, 2008; Temple et. al, 2003, Gaab et.al, 2007).

Significance:
Results from over 30 years of behavioral and physiological research have demonstrated that there is an important developmental link between fundamental temporally dynamic perceptual/cognitive skills (attention, processing speed, sequencing, memory) and language and literacy development. This body of research has been successfully translated and scaled-up for broad dissemination into schools to improve the learning outcomes of students.

Author

• Paula Tallal, Rutgers University