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There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical intervention for poor readers with a software intervention of known efficacy based on rhyme training and phoneme‐grapheme learning. The research question was whether the musical intervention would produce gains of comparable effect sizes to the phoneme‐grapheme intervention for children who were falling behind in reading development. Broadly, the two interventions had similar benefits for literacy, with large effect sizes. 相似文献
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K. Goswami 《Indian journal of clinical biochemistry : IJCB》2013,28(1):71-73
Traditional eye cosmetics ‘Surma’ use is a popular practice. A total 34 ‘Surma’ samples of black, brown, orange, grey and white were collected and analysed for the presence of lead. High lead levels were detected in all samples except white colour ‘Surma’. Blood lead concentrations were measured in 93 children, of whom 69 used ‘Surma’ regularly. The mean blood lead concentration of ‘Surma’ users was found to be 29.6 ± 10.2 μg/100 ml; where as non user’s value was 4.9 ± 0.8 μg/100 ml. Also, the low haemoglobin levels were observed in the users (10.2 ± 1.4 g/100 ml). In conclusion, the use of ‘Surma’ is associated with high blood lead concentration with significant reduction of haemoglobin levels. For better quality of life, the use of lead free ‘Surma’ is suggested. 相似文献
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Hsiao-Lan Sharon Wang Martina Huss Jarmo A. H?m?l?inen Usha Goswami 《Reading and writing》2012,25(2):509-536
The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and
intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability
in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native
speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological
age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were
significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding
proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks.
Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors
of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively,
with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate
perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition
across languages. 相似文献
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Namdev S. Togre Priyanka S. Bhoj Vishal K. Khatri Aditya Tarnekar Kalyan Goswami Moreshwar R. Shende M. V. R. Reddy 《Indian journal of clinical biochemistry : IJCB》2018,33(3):282-289
Helminthic infections lead to the release of various molecules which play an important role in modulation of the host immune system. Such filarial proteins with immunomodulatory potential can be used for therapeutic purpose in inflammatory and immune mediated diseases. In the present study, we have explored the prophylactic effect of filarial SXP–RAL family protein of Wuchereria bancrofti i.e. rWbL2 protein in DSS induced inflammatory ulcerative colitis in a mouse model. Prior treatment of rWbL2, followed by induction of colitis, showed significantly reduced disease severity as indicated by the decreased disease manifestations and improved macroscopic and microscopic inflammation. This preventive effect was found to be associated with increased release of anti-inflammatory cytokine IL-10 and decreased release of proinflammatory cytokines IFN-γ, TNF-α, IL-6 and IL-17 by the splenocytes of treated mice. From this study, it can be envisaged that pretreatment with filarial protein, rWbL2, can prevent the establishment of ulcerative colitis in BALB/c mice. The underlying immunological mechanism may involve the up-regulation of Th2 immune response with down-regulation of Th1 response. 相似文献
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Usha Goswami 《Mind, Brain, and Education》2009,3(3):176-184
Neuroscience has the potential to make some very exciting contributions to education and pedagogy. However, it is important to ask whether the insights from neuroscience studies can provide "usable knowledge" for educators. With respect to literacy, for example, current neuroimaging methods allow us to ask research questions about how the brain develops networks of neurons specialized for the act of reading and how literacy is organized in the brain of a reader with developmental dyslexia. Yet quite how these findings can translate to the classroom remains unclear. One of the most exciting possibilities is that neuroscience could deliver "biomarkers" that could identify children with learning difficulties very early in development. In this review, I will illustrate how the field of mind, brain, and education might develop biomarkers by combining educational, cognitive, and neuroscience research paradigms. I will argue that all three kinds of research are necessary to provide usable knowledge for education. 相似文献
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Usha Goswami 《Journal of Research in Reading》2001,24(1):19-29
Savage (2001) makes 3 basic claims about the scientific database concerning rhyme and analogy in reading. The first is that the relationship between rhyme and reading remains controversial. The second is that there is doubt about the relevance of children’s ability to make orthographic analogies for classroom reading instruction. The third is that training studies in reading have shown that rhyme is not important. These claims are considered in the current paper. 相似文献
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The phonological awareness (PA), vocabulary, and word reading abilities of 19 children with cochlear implants (CI) were assessed. Nine children had an implant early (between 2 and 3.6 years) and 10 had an implant later (between 5 and 7 years). Participants were tested twice over a 12-month period on syllable, rhyme, and phoneme awareness (see James et al., 2005). Performance of CI users was compared against younger hearing children matched for reading level. Two standardized assessments of vocabulary and single word reading were administered. As a group, the children fitted early had better performance outcomes on PA, vocabulary, and reading compared to hearing benchmark groups. The early group had significant growth on rhyme awareness, whereas the late group showed no significant gains in PA over time. There was wide individual variation in performance and growth in the CI users. Two participants with the best overall development were both fitted with an implant late in childhood. 相似文献
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Kurt W. Fischer Usha Goswami John Geake the Task Force on the Future of Educational Neuroscience 《Mind, Brain, and Education》2010,4(2):68-80
The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so that education can be grounded more solidly in research on learning and teaching. To avoid misdirection, the growing worldwide movement needs to avoid the many myths and distortions in popular conceptions of brain and genetics. It should instead focus on integrating research with practice to create useful evidence that illuminates the brain and genetic bases as well as social and cultural influences on learning and teaching. Scientists and educators need to collaborate to build a strong research foundation for analyzing the “black box” of biological and cognitive processes that underpin learning. 相似文献
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Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological
awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise
time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to phonological awareness.
Prosodic sensitivity was measured by two reiterant speech tasks modelled on Kitzen (2001). The children with developmental dyslexia were significantly impaired in the reiterant speech tasks and in the phonological
awareness tasks (onset and rime awareness). There were significant predictive relations between basic auditory processing
of amplitude envelope structure (in particular, rise time), prosodic sensitivity, phonological awareness, reading, and spelling.
The auditory processing difficulties that characterise children with developmental dyslexia appear to impair their sensitivity
to phrase-level prosodic cues such as metrical structure as well as to phonology, but in this study phonological and prosodic
sensitivity made largely independent contributions to reading. 相似文献