For children who struggle to learn language, the choice between various interventions may matter less than the intensity and format of the intervention, a new study sponsored by the National Institute on Deafness and Other Communication Disorders (NIDCD) suggests. The study, led by Ronald B. Gillam, Ph.D., of Utah State University is online in the February 2008 Journal of Speech, Language, and Hearing Research. NIDCD is one of the National Institutes of Health.
A study examining four intervention strategies in children with unusual difficulty in understanding and using language, found that all four were successful. The aim of the study was to assess whether children who used commercially available language software program Fast ForWord-Language had greater improvement in language skills than children using other methods.
This program was specifically designed to improve auditory processing deficits which may underlie some language impairments. Children who have auditory processing deficits can jumble the order of sounds that are heard in close sequence. Researchers believe that this deficit can interfere with vocabulary and grammar development.
These results show that any of a number of intensive educational approaches can make a tremendous difference for children whose language and auditory processing skills are lagging, says NIDCD director James F. Battey, Jr., M.D., Ph.D. Even play with peers seemed to support the improvements the children in this study made.
We had a very positive outcome, says Dr. Gillam. Our results tell us that a variety of intensive interventions that we can provide kids will improve auditory processing and language learning.