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Oral language skills form the foundation for the development of literacy and are essential to social, academic, and economic success across the lifespan. Language processing forms the link between the realm of auditory experience (whistles, pops, buzzes and hisses) and the world of discrete symbols of communication (speech sounds, syllables, words and sentences). Many aspects of language ability are correlated with reading ability. In particular, the knowledge that spoken words can be segmented into abstract units that represent individual speech sounds (i.e., phonological awareness) is the best known predictor of the rate of reading acquisition.

The goals of Theme III are 1) to expand knowledge of the relationships between children's skills in the areas of auditory processing, oral language, and literacy; 2) to identify ways to facilitate the development of oral language skills; and 3) to find ways to identify, and intervene effectively with, children who are at risk for delayed or disordered language development.

Theme Leader:  Patricia Cleave

Theme Leader:  Megan Hodge

Project Abstracts

  Preventing Literacy Deficits in Children with Articulation/Phonological Disorders

  Efficacy Research with Down Syndrome: Four Interventions Designed to Impact Reading Ability

  Language Stimulation and Intervention in the Home and in Day Care Centres

  A Longitudinal Study of Children Enrolled in Early Intervention and Prevention Programs: A National Perspective

  Impact of Early Onset Otitis Media on Speech Perception and Speech Production Skills During Infancy

  Measuring, Modeling and Maximizing the Spoken Language Intelligibility and Spelling Strategies of Children with Dysarthria: The TOCS+ Project

  Acoustic Properties of Children's Voices and Their Impact on Communication

  Facilitating Practice Change by Speech Language Pathologists: Phonological Disorders and Computer-Based Interventions

  Using a Genetically Informative Longitudinal Design to Identify Homogeneous Subtypes of Language and Reading Impairment and Mechanisms Linking them to Social Maladjustment

  Normalization and Validation of the Quebecois Version of Mac Arthur Communicative Development Inventory (MCDI)

  Language Development in Preschool-aged French-speaking Children

LAST MODIFIED: February 06 2004 13:25:35

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