Improving Language and Literacy is a Matter of Time

2. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks.

3. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks.

5. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks.

12. Language Literacy Continuum

17. THESE PLOTS ARE FROM THE FIRST ATP STUDY AND DON’T HAVE SAME NUMBER OF CONTROLS AND FH. USED 2 ALTERNATIVE FORCED CHOICE PROCEDURE.THESE PLOTS ARE FROM THE FIRST ATP STUDY AND DON’T HAVE SAME NUMBER OF CONTROLS AND FH. USED 2 ALTERNATIVE FORCED CHOICE PROCEDURE.

18. RAP thresholds at 6 months and male gender together accurately classified 91.4% of 3 year olds who scored in the impaired range on the Verbal Reasoning Scale of the Stanford-Binet There were no significant correlations between RAP and non-verbal outcomes

26. Computer Modified Speech

32. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks. Language is uniquely human. As such, it has been difficult to apply the majority of systems neuroscience techniques to the study of human language. Traditionally, what we know about the neural basis of language has been derived primarily from observing the effects of lesions to specific areas of the brain. More recently, the advent of functional neuroimaging technologies has revolutionized our ability to study brain activation patterns generated by language tasks.

39. Intervention

41. Teacher Selected at Risk Group – Large Urban School District

43. the behavioral effects of training are summarized here. the results from 3 reading tests - real word reading, nonword decoding, and passage comprehension. On the x axis is group normal and dyslexic reader for each test - and on the y axis is standard score - 100 - where the black dotted line is the standardized mean and these red lines above and below it represents 1 SD above and below the mean The Normal Readers - NR - did not undergo any training, but simply were tested 2 times about 8 weeks apart and, of course, had no significant change in their scores. and for all 3 tests, the dyslexic children - as a group - showed a significant improvement after training. ID: 6/26 no change or neg the behavioral effects of training are summarized here. the results from 3 reading tests - real word reading, nonword decoding, and passage comprehension. On the x axis is group normal and dyslexic reader for each test - and on the y axis is standard score - 100 - where the black dotted line is the standardized mean and these red lines above and below it represents 1 SD above and below the mean The Normal Readers - NR - did not undergo any training, but simply were tested 2 times about 8 weeks apart and, of course, had no significant change in their scores. and for all 3 tests, the dyslexic children - as a group - showed a significant improvement after training. ID: 6/26 no change or neg

45. To remind you of the results obtained previously we showed that during phonological processing, the normal readers have both left frontal and left temporo-parietal activity while the dyslexic children have only left frontal and no left temporo-parietal at all To remind you of the results obtained previously we showed that during phonological processing, the normal readers have both left frontal and left temporo-parietal activity while the dyslexic children have only left frontal and no left temporo-parietal at all

46. When we look at the neural effects of remediation, Here are the dyslexic children before training And here are the brain areas which showed an increase after training, relative to before, during the letter rhyme task. First fucusing on the left hemisphere and specifically the temporo-parietal cortex, we do see increased response in the left temporo-parietal area.When we look at the neural effects of remediation, Here are the dyslexic children before training And here are the brain areas which showed an increase after training, relative to before, during the letter rhyme task. First fucusing on the left hemisphere and specifically the temporo-parietal cortex, we do see increased response in the left temporo-parietal area.

53. State-Wide Achievement Test Scores from 2004 – 2007 in the Dallas Independent School District Before and After Introducing Fast ForWord The 544 students in this study represent 20 different high schools in Dallas ISD The TAKS (Texas Assessment of Knowledge and Skills) is the Texas high stakes test. TAKS scores vary by grade and year The students in the study were evaluated on the TAKS four times: 2004 – 2007 Some students had three data points from before participation and one from after while others had only one or two data points from before, with the rest from after. Average scores for participants are shown relative to a baseline -- the average scores for the participants who had scores two years before participation. The comparison data is from the statewide averages of students in comparable grades and years. The scores of the participants and the statewide averages moved in lock-step until the participants used Fast ForWord products. Most students were in 9th grade when they used the Fast ForWord products The struggling students in Dallas ISD had lower scores than the state averages – this is frequently referred to as the achievement gap . After Fast ForWord participation, the average decrease in the gap between the struggling students in the study, and other students statewide, was 25%. The 544 students in this study represent 20 different high schools in Dallas ISD The TAKS (Texas Assessment of Knowledge and Skills) is the Texas high stakes test. TAKS scores vary by grade and year The students in the study were evaluated on the TAKS four times: 2004 – 2007 Some students had three data points from before participation and one from after while others had only one or two data points from before, with the rest from after. Average scores for participants are shown relative to a baseline -- the average scores for the participants who had scores two years before participation. The comparison data is from the statewide averages of students in comparable grades and years. The scores of the participants and the statewide averages moved in lock-step until the participants used Fast ForWord products. Most students were in 9th grade when they used the Fast ForWord products The struggling students in Dallas ISD had lower scores than the state averages – this is frequently referred to as the achievement gap . After Fast ForWord participation, the average decrease in the gap between the struggling students in the study, and other students statewide, was 25%.

56.   PBS TV Program“The New Science of Learning: Brain Fitness for Kids”For sale at this conference