***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: A speech processing algorithm was developed to create more salient versions of the rapidly changing elements in the acoustic waveform of speech that have been shown to be deficiently processed by language -learning impaired ( LLI ) children . LLI children received extensive daily training , over a 4-week period , with listening exercises in which all speech was translated into this synthetic form . They also received daily training with computer “ games ” design ed to adaptively drive improvements in temporal processing thresholds . Significant improvements in speech discrimination and language comprehension abilities were demonstrated in two independent groups of LLI children This paper reports on the development and evaluation of a software program aim ed at assisting children with phonological impairment . An experimental approach was used whereby children 's speech output was assessed pre- and post-therapy . Children were r and omly assigned to a computer , a tabletop or a no therapy group . Those children receiving the computer therapy were exposed to an experimental software program that mirrored the tabletop activities using interactive computer games . The results showed no significant difference between any of the three groups with regard to change in speech output . These results may relate to the amount and frequency of therapy given and also to the heterogeneous nature of children included in the study . There was considerable variation in individual performance across all three groups and the data were therefore analysed to look for patterns that might predict performance . Stimulability and gender were identified as possible predictors . Female children and those who were able to produce a greater number of consonant speech sounds in isolation were more likely to make progress in their speech output . Future research might use a similar methodology to compare the therapy conditions but with a more homogenous group in terms of stimulability and using a greater intensity of intervention The current study was conducted to test the premise that computer-based intervention that targets auditory temporal processing combined with language exercises ( Fast ForWord ) is effective in remediating children with disorders of language and reading . Sixty-five middle school struggling readers were r and omly assigned to one of five groups and over a 12-week-period received one of the following interventions : ( 1 ) two phases of intervention with Fast ForWord ( FFW , experimental group ) , ( 2 ) two phases of intervention with SuccessMaker ( SM , active control group ) , ( 3 ) FFW followed by SM , ( 4 ) SM followed by FFW , or ( 5 ) no intervention beyond the regular class curriculum ( developmental control group ) . Changes in reading , phonemic awareness , spelling and language skills were assessed via a repeated measures MANOVA . Results indicated significant within-subjects effects ( i.e. , change for all participants over time ) , but no between-subject group differences , failing to show that Fast ForWord result ed in any gains over and above those seen in the other groups BACKGROUND Receptive language impairments in school-age children have a poor prognosis , yet there is a dearth of research on effective interventions . AIMS Children 's responses to a computerized grammatical training program were evaluated to consider whether repeated responding to spoken sentences with variable semantic content and the same syntactic structure would lead to consistent and fluent comprehension . METHODS & PROCEDURES Children with receptive language impairments aged from 8 to 13 years were r and omly assigned to three groups : Group S ( n = 12 ) responded to reversible sentences in a computerized game , using speech stimuli with pauses before critical phrases . Group M ( n = 12 ) had the same stimuli acoustically modified to lengthen and amplify dynamic portions of the signal . Group U ( n = 9 ) was an  untrained control group . On average , children in groups S and M completed over 1000 training trials , focusing on training comprehension of reversible sentences . OUTCOMES & RESULTS Although responses speeded up over the course of training , and most children performed well above chance , accuracy typically remained below 95 % correct for constructions such as above/below and reversible active/passive . Trained groups did not differ from untrained children on language or auditory outcomes . There was no evidence that acoustically modified speech input enhanced comprehension . CONCLUSIONS Rote training of comprehension of reversible sentences does not seem to be an effective approach to remediating such problems . For most children , the pattern of performance suggested that the problem was not a lack of syntactic knowledge , bur rather limited processing capacity that led to failures of on-line computation of meaning Seventy-seven children between the ages of 6 and 10 years , with severe mixed receptive-expressive specific language impairment ( SLI ) , participated in a r and omized controlled trial ( RCT ) of Fast ForWord ( FFW ; Scientific Learning Corporation , 1997 , 2001 ) . FFW is a computer-based intervention for treating SLI using acoustically enhanced speech stimuli . These stimuli are modified to exaggerate their time and intensity properties as part of an adaptive training process . All children who participated in the RCT maintained their regular speech and language therapy and school regime throughout the trial . St and ardized measures of receptive and expressive language were used to assess performance at baseline and to measure outcome from treatment at 9 weeks and 6 months . Children were allocated to 1 of 3 groups . Group A ( n = 23 ) received the FFW intervention as a home-based therapy for 6 weeks . Group B ( n = 27 ) received commercially available computer-based activities design ed to promote language as a control for computer games exposure . Group C ( n = 27 ) received no additional study intervention . Each group made significant gains in language scores , but there was no additional effect for either computer intervention . Thus , the findings from this RCT do not support the efficacy of FFW as an intervention for children with severe mixed receptive-expressive SLI PURPOSE A r and omized controlled trial was conducted to compare the language and auditory processing outcomes of children assigned to receive the Fast ForWord Language intervention ( FFW-L )  with the outcomes of children assigned to nonspecific or specific language intervention comparison treatments that did not contain modified speech . METHOD Two hundred sixteen children between the ages of 6 and 9 years with language impairments were r and omly assigned to 1 of 4 conditions : ( a ) Fast ForWord Language ( FFW-L ) , ( b ) academic enrichment ( AE ) , ( c ) computer-assisted language intervention ( CALI ) , or ( d ) individualized language intervention ( ILI ) provided by a speech- language pathologist . All children received 1 hr and 40 min of treatment , 5 days per week , for 6 weeks . Language and auditory processing measures were administered to the children by blinded examiners before treatment , immediately after treatment , 3 months after treatment , and 6 months after treatment . RESULTS The children in all 4 conditions improved significantly on a global language test and a test of backward masking . Children with poor backward masking scores who were r and omized to the FFW-L condition did not present greater improvement on the language measures than children with poor backward masking scores who were r and omized to the other 3 conditions . Effect sizes , analyses of st and ard error of measurement , and normalization percentages supported the clinical significance of the improvements on the Comprehensive Assessment of Spoken Language ( E. Carrow-Woolfolk , 1999 ) . There was a treatment effect for the Blending Words subtest of the Comprehensive Test of Phonological Processing ( R. K. Wagner , J. K. Torgesen , & C. A. Rashotte , 1999 ) . Participants in the FFW-L and CALI conditions earned higher phonological awareness scores than children in the ILI and AE conditions at the 6-month follow-up testing . CONCLUSION Fast ForWord Language , the intervention that provided modified speech to address a hypothesized underlying auditory processing deficit , was not more effective at improving general language skills or temporal processing skills than a nonspecific comparison treatment ( AE ) or specific language intervention comparison treatments ( CALI and ILI ) that did not contain modified speech stimuli . These findings call into question the temporal processing hypothesis of language impairment and the hypothesized benefits of using acoustically modified speech to improve language skills . The finding that children in the 3 treatment conditions and the active comparison condition made clinical ly relevant gains on measures of language and temporal auditory processing informs our underst and ing of the variety of intervention activities that can facilitate development Children with language -based learning impairments ( LLIs ) have major deficits in their recognition of some rapidly successive phonetic elements and nonspeech sound stimuli . In the current study , LLI children were engaged in adaptive training exercises mounted as computer “ games ” design ed to drive improvements in their “ temporal processing ” skills . With 8 to 16 hours of training during a 20-day period , LLI children improved markedly in their abilities to recognize brief and fast sequences of nonspeech and speech stimuli 
    Output:
    
RESULTS Meta-analyses indicated that there was no significant effect of Fast ForWord  on any outcome measure in comparison to active or untreated control groups .
There is no evidence from the analysis carried out that Fast ForWord is effective as a treatment for children 's oral language or reading difficulties