Jane Hornickel|Steven G. Zecker|Ann R. Bradlow|Nina Kraus
Assistive listening devices drive neuroplasticity in children with dyslexia
Northwestern University
children dyslexia often exhibit increased variability sensory cognitive aspects hearing relative typically developing peers assistive listening devices classroom fm systems may reduce auditory processing variability enhancing acoustic clarity attention assessed impact classroom fm system use 1 year auditory neurophysiology reading skills children dyslexia fm system use reduced variability subcortical responses sound improvement linked concomitant increases reading phonological awareness moreover response consistency fm system use predicted gains phonological awareness matched control group children dyslexia attending schools use fm system show effects assistive listening devices improve neural representation speech impact readingrelated skills enhancing acoustic clarity attention reducing variability auditory processing