Webinar - Auditory Processing: Its Critical Link to Reading

Presenter: Martha S. Burns, Ph.D., expert on how children learn and author of over 100 journal articles

What we are going to cover is:-

Why your children struggle, specifically within these four areas – Attention, memory, paying attention and then responding quickly and easily.
We are going to talk about what the research says about processing and what it is so that you understand its relationship to reading.
But mostly what you want to know is what can be done about it. And we are going to talk about Fast ForWord Home and that is where Lynn Gover is going to come in and start speaking with us.

Explanations - In plain English

"Some of the most obvious signs of auditory processing disorders, is that a child or student in school misunderstands a lot of what is said. So you might be talking about something at dinner if you are a parent and your child misunderstood 2 or 3 words and thought you said something entirely differently. Or in a classroom the teacher might be presenting information about something and the student might just totally misunderstand what the teacher said. Often, more often actually in my own case, when I see parents will explain to me is that their child asks to repeat things all the time. So they will say “go upstairs, get your coat, I think it’s going to rain and don’t forget to close the windows and grab your spelling homework, you don’t want to be late for school and then chop chop!! Let’s get going.” And the child goes like “huh?” “What?”..........

Get the latest on New Research from the American Speech Language Hearing Association (ASHA) such as:

Auditory Processing Deficits were found prior to school entry
Results support the existence of a general auditory processing impairment in developmental dyslexia that might be the cause of the phonological problems at least in a large subset of persons with dyslexia.

Christmann, C A.; Lachmann, T. & Steinbrink, C (2015) Evidence for a General Auditory Processing Deficit in Developmental Dyslexia From a Discrimination Paradigm Using Speech Versus Nonspeech Sounds Matched in Complexity. Journal of Speech, Language and Hearing Research. Feb. 2015, VOL 58, 107-121

Get answers to key questions like

"How do I know if these areas in the brain need boosting?"

Attention - Tunes out or asks “huh?” all the time
Memory - Problems learning alphabet, math facts, letter sounds, nursery rhymes
Processing - Can’t sound out nonsense words/had speech sound production errors when young/Late to learn grammar:

Your Presenter

Dr. Martha Burns is a Joint Appointment Professor at Northwestern University and has authored three books and over 100 journal articles on the neuroscience of language and communication. Dr. Burns’ expertise is in all areas related to the neuroscience of learning, such as language and reading in the brain, the bilingual brain, the language to literacy continuum, and the adolescent brain. Dr. Burns is also a Fellow of the American Speech-Language-Hearing Association and the Director of Neuroscience Education for Scientific Learning Corporation.