Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound

There is a great deal of individual variability in outcome in second language learning, the sources of which are still poorly understood. We hypothesized that individual differences in auditory processing may account for some variability in second language learning. We tested this hypothesis by examining psychoacoustic thresholds, auditory-motor temporal integration, and auditory neural encoding in adult native Polish speakers living in the UK. We found that precise English vowel perception and accurate English grammatical judgment were linked to lower psychoacoustic thresholds, better auditory-motor integration, and more consistent frequency-following responses to sound. Psychoacoustic thresholds and neural sound encoding explained independent variance in vowel perception, suggesting that they are dissociable indexes of sound processing. These results suggest that individual differences in second language acquisition success stem at least in part from domain-general difficulties with auditory perception, and that auditory training could help facilitate language learning in some individuals with specific auditory impairments

Evidence for multiple rhythmic skills

Rhythms, or patterns in time, play a vital role in both speech and music. Proficiency in a number of rhythm skills has been linked to language ability, suggesting that certain rhythmic processes in music and language rely on overlapping resources. However, a lack of understanding about how rhythm skills relate to each other has impeded progress in understanding how language relies on rhythm processing. In particular, it is unknown whether all rhythm skills are linked together, forming a single broad rhythmic competence, or whether there are multiple dissociable rhythm skills. We hypothesized that beat tapping and rhythm memory/sequencing form two separate clusters of rhythm skills. This hypothesis was tested with a battery of two beat tapping and two rhythm memory tests. Here we show that tapping to a metronome and the ability to adjust to a changing tempo while tapping to a metronome are related skills. The ability to remember rhythms and to drum along to repeating rhythmic sequences are also related. However, we found no relationship between beat tapping skills and rhythm memory skills. Thus, beat tapping and rhythm memory are dissociable rhythmic aptitudes. This discovery may inform future research disambiguating how distinct rhythm competencies track with specific language functions

A neural oscillations perspective on phonological development and phonological processing in developmental dyslexia

Children’s ability to reflect upon and manipulate the sounds in words (’phonological awareness’) develops as part of natural language acquisition, supports reading acquisition, and develops further as reading and spelling are learned. Children with developmental dyslexia typically have impairments in phonological awareness. Many developmental factors contribute to individual differences in phonological development. One important source of individual differences may be the child’s sensory/neural processing of the speech signal from an amplitude modulation (~ energy or intensity variation) perspective, which may affect the quality of the sensory/neural representations (’phonological representations’) that support phonological awareness. During speech encoding, brain electrical rhythms (oscillations, rhythmic variations in neural excitability) re-calibrate their temporal activity to be in time with rhythmic energy variations in the speech signal. The accuracy of this neural alignment or ’entrainment’ process is related to speech intelligibility. Recent neural studies demonstrate atypical oscillatory function at slower rates in children with developmental dyslexia. Potential relations with the development of phonological awareness by children with dyslexia are discussed.Medical Research Council, G0400574 and G090237

Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT0231687

Research on computer based cognitive assessment and educational training: effect of early intervention

oday researchers agree that there is no clear demarcation between reading and pre-reading skills There are cognitive factors that affect the development of literacy and these interact with environmental factors (one of which is the teacher\u2019s approach) and researchers are interested in assessing them. There are many conventional psychological tests, but in recent years researchers have begun to explore the potential of computer-based assessments as tools for teachers and other professionals. An innovative system is Cops (Cognitive Profiling System), developed in the UK by Singleton (2000). This is a computerised assessment system for children aged 4 to 8 years that has proven scientific validity for the early identification of dyslexia, and can help teachers identify many other cognitive difficulties that can interfere with children's learning. It comprises tests of fundamental cognitive skills that underpin learning. Results, in the form of graphical profiles and individual response records, clearly show children's strengths and weaknesses in comparison with national norms. Thus, potential problems can be spotted at an early stage and appropriate teaching strategies can be offered to overcome difficulties and prevent failure. The aim of this work is to identify the children at risk for the learning difficulties. In particular, we are interested in exploring the effect of an implemented training to minimise the chances of failure and maximise success, at least for the abilities considered and analysed by Cops. In this study report data that prove the effectiveness of early interventions based upon the systematic development of phonological awareness and memory skills. There is also a hypothesis to transfer the training to a computerised program and advantages and disadvantages involved will be discussed

Il metodo della resistenza all\u2019intervento per la prevenzione delle difficolt\ue0 scolastiche e l\u2019individuazione precoce dei disturbi specifici dell\u2019apprendimento: uno studio pilota.

Per identificare tempestivamente il rischio di disturbo specifico di apprendimento (DSA) e per affrontare le difficolt\ue0 scolastiche, nella letteratura internazionale \ue8 stata dimostrata l\u2019efficacia del modello della resistenza all\u2019intervento (Modello RI). I DSA vengono individuati perch\ue9 resistenti agli interventi di potenziamento dei prerequisiti scolastici messi in atto all\u2019interno della scuola dagli insegnanti e strutturati su 3 livelli di intensit\ue0 crescente. Le difficolt\ue0 scolastiche possono risolversi pi\uf9 o meno rapidamente mentre la resistenza all\u2019intervento diventa l\u2019indicatore di un possibile rischio per un DSA meritevole di un approfondimento clinico. Obiettivo. L\u2019obiettivo \ue8 di verificare per la prima volta nella realt\ue0 scolastica italiana, l\u2019efficacia del modello RI rivolto a bambini in et\ue0 prescolare. Metodi. Sono stati reclutati, con un codificato screening computerizzato che valuta i prerequisiti all\u2019apprendimento, 210 bambini dell\u2019ultimo anno di alcune scuole dell\u2019infanzia di una citt\ue0 del nordest dell\u2019Italia. Tutti i livelli di potenziamento sono stati gestiti dagli insegnanti: i primi due sono stati attuati all\u2019interno della scuola dell\u2019infanzia. Per i resistenti, il 3\ub0 livello \ue8 stato attuato durante il 1\ub0 anno della scuola primaria. Risultati. 58 bambini (27,62%) del campione totale presentava difficolt\ue0 nei prerequisiti. Dopo i due livelli di potenziamento, solo 16 (7,6%) sono risultati resistenti. Questi sono stati sottoposti a un intervento di didattica personalizzato durante il 1\ub0 anno della scuola primaria. 10 bambini sono poi stati rivalutati e solo 1 \ue8 risultato a rischio per DSA. Conclusioni. Il metodo RI si \ue8 rivelato efficace nel migliorare i prerequisiti all\u2019apprendimento permettendo agli insegnanti di gestire direttamente le attivit\ue0 formative. Questo approccio pu\uf2 migliorare l\u2019efficacia del processo diagnostico dei DSA, individuando tempestivamente i soggetti veramente a rischio per DSA che dovrebbero essere inviati alla valutazione clinica

Flow chart illustrating participants’ recruitment and experimental design.

<p>Flow chart illustrating participants’ recruitment and experimental design.</p

Scatter plot of the improvement in the rhythm reproduction task (accuracy After training—accuracy Before training) and the improvement in the Phonemic blending task (accuracy After training—accuracy Before training).

<p>The ellipse contains the non-outlying data. The grey line represents the best linear fit to the remaining data (Spearman skipped correlation, [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0138715#pone.0138715.ref047" target="_blank">47</a>]). The shadow represents the 95% bootstrap CI.</p