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

Content Provider	frontiers
Author	Ylinen, Sari Kujala, Teija
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.
ISSN	16641078
DOI	10.3389/fpsyg.2015.00137
Volume Number	6
Journal	Frontiers in Psychology
Language	English
Publisher Date	2015-02-17
Access Restriction	Open
Subject Keyword	Language deficit Neuroscience Intervention Remediation Dyslexia Training
Content Type	Text
Resource Type	Article
Subject	Psychology

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