Sensory processes and environment

The development of language and literacy skills in children depends on adequate sensory input and on the ability to process this input appropriately. Sensory input may be restricted or altered by damage to the auditory and/or visual systems, or by a poor sensory (e.g., acoustic) environment. Auditory or visual system processing limitations may also restrict the learning and comprehension of language.

The goals of Theme II are to address such issues as 1) the early detection of, and improved intervention programs for, children with hearing and vision deficits; 2) the improved understanding of central auditory, visual and cognitive processes which affect the acquisition of language and reading skills; and 3) the contribution of environment factors, such as the acoustical conditions in classrooms, on learning.

Theme Leader:  Andrée Durieux-Smith

Theme Leader:  Prudence Allen

Project Abstracts

  Speech Recognition in Classrooms

  Effective Intervention Through Amplification for Hearing Loss in Early Infancy

  Impact of Noise on Academic Skills and Learning

  Technically-Assisted Auditory Verbal Therapy

  The Impact of Screening and Case Finding on the Functional Status of Children with a Hearing Impairment

  Individual Differences in Auditory Processing Abilities: Implications for Identification and Treatment of Disorders

  Vision Screening In Preschool Children

LAST MODIFIED: July 06 2004 15:42:39