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SUMMARY:Music\, Rhythm and Developmental Dyslexia. - Dr Sheila Flanagan\, 
 Centre for Neuroscience in Education
DTSTART:20170609T164500Z
DTEND:20170609T181000Z
UID:TALK72380@talks.cam.ac.uk
CONTACT:Dr Antonio M. M. Rodrigues
DESCRIPTION:Developmental dyslexia is a learning disorder marked by a diff
 iculty in recognising and understanding written language. It is estimated 
 that 7% of children who are otherwise of normal intelligence and without a
 ny obvious neurological damage are affected by developmental dyslexia\, wh
 ich can lead to impaired education and eventual quality of life. The theor
 y that processing of language and music is shared by some parts of the bra
 in is gaining support. It is understood that rhythm perception is importan
 t in both speech and music\; studies have shown that children and adults w
 ith dyslexia are poor with respect to rhythmic timing. Much research has s
 hown that the core difficulty in developmental dyslexia\, across many lang
 uages\, is one of sensing the pattern within speech sounds\, so called\, p
 honological awareness. This is the ability to hear-out the parts of a word
 \, for example\, to tell which word does not rhyme from the group: gap\, n
 ap\, Jack. Specifically\, it has been shown that sensitivity to the rise t
 ime of a sounds amplitude envelope is impaired for children with developme
 ntal dyslexia and poor phonological awareness\, as well as linked to music
 al rhythm sensitivity. It is proposed that poor sensitivity to this part o
 f the acoustic signal is common to both dyslexia and impaired rhythm perce
 ption. Relatively little is understood about the underlying brain mechanis
 ms involved with phonological awareness. To be able to identify the core n
 eural deficits underlying dyslexia could lead to improvements in education
 al interventions\, possibly based on rhythm and music training.
LOCATION:Wolfson College\, Gatsby Room
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