Experience-Dependent Plasticity and the Treatment of Children with Specific Language Impairment or Dyslexia

Abstract

The temporal processing theory of speech and language processing suggests that accurate perception of rapid acoustic cues (auditory temporal processing) is critical to speech perception. It has been hypothesized that both specific language impairment (SLI) and dyslexia are characterized by impaired auditory temporal processing. Training programs that use methods aimed at remediating these developmental disorders by promoting experience-dependent neural plasticity have been effective in developing auditory temporal processing and have resulted in improved auditory processing and language comprehension. In these programs, neural plasticity was facilitated by training until a behavioral asymptote or criterion was achieved, as well as by maintaining attention to training. Application of these training principles holds promise for increasing the effectiveness of cognitive remediation and rehabilitation of both children and adults.