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  • The magnitude of the gain was completely unexpected. We were seeing schools showing double-digit gains in student achievement.

Adams, M. J. (2006). The promise of automatic speech recognition for fostering literacy growth in children and adults. In M.C. McKenna, L.D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International Handbook of Literacy and Technology, Volume 2. Mahwah, NJ: Lawrence lbaum Associates. (Summary of Impact Study) (Summary of Sensitivity Study)

Berg, P. (1958). Reading in relation to listening. In O. Causey (Ed.), The reading teacher's reader. New York: The Roland Press.

Burns, M. (in press). Fast ForWord Products Open a Child's Window toLanguage. In Zysk, V. (Ed.), The Best of Autism Asperger's Digest: Volume 1.Arlington, Texas: Future Horizons, Inc.(Condensed version available here.)

Eimas, P. D., Miller, J. L., & Jusczyk, P. W. (1987). On infant speech perception and the acquisition of language. In S. Harnad (Ed.), Categorical perception: The groundwork of cognition. (pp. 161-195). New York: Cambridge University Press.

Farmer, M. E., & Klein, R.(1993). Auditory and visual temporal processing in dyslexic and normal readers. In P. Tallal, A. M. Galaburda, R. R. Llinás, & C. von Euler.(Eds.), Temporal information processing in the nervous system: Special reference to dyslexia and dysphasia (pp. 339-341). New York: The New York Academy of Sciences.

Fellbaum, C., Miller, S., Curtiss, S., & Tallal, P. (1995). An auditory processing deficit as a possible source of SLI. In D. McLaughlin & S. McEwen (Eds.), Proceedings of the 20th annual Boston University conference on language development (pp. 204-215). Somerville, MA: Cascadilla Press.

Johnson, D.J., & Myklebust, H. R. (1967). Learning disabilities: Educational principles and practices. New York: Grune & Stratton.

Leonard, L. (1997). Children with specific language impairments. Cambridge, MA: MIT Press.

McClelland, J. L., Thomas, A.G., McCandliss, B. D., & Fiez, J. A. (1999). Understanding failures of learning: Hebbian learning, competition for representational space, and some preliminary experimental data. In J. A. Reggia & D. Glanzman (Eds.), Progress in brain research, volume 121, disorders of brain, behavior and cognition: The neurocomputational perspective (pp. 75-80). Amsterdam: Elsevier.

Merzenich, M. M. & Jenkins, W. M (1995). Cortical plasticity, learning, and learning dysfunction. In B. Julesz & I. Kovacs, Maturational windows and adult cortical plasticity (pp. 247-272). Santa Fe, NM: Addison-Wesley.

Merzenich, M. M., & DeCharms, R. C. (1996). Neural representations, experience and change. In R. Llinas & P. Churchland (Eds.), The mind-brain continuum (pp. 61-81). Boston: MIT Press.

Merzenich, M. M., & Jenkins, W. M. (1994). Cortical representation of learned behaviors. In P. Anderson, O. Hvalby, O. Paulsen & B. Hokfelt (Eds.), Memory concepts (pp. 437-453). Amsterdam: Elsevier.

Merzenich, M. M., Allard, T., & Jenkins, W. M. (1991). Neural ontogeny of higher brain function; Implications of some recent neurophysiological findings. In O. Franzén & P. Westman (Eds.), Information processing in the somatosensory system (pp. 293-211). London: MacMillan Press.

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Merzenich, M. M., Miller, S., Jenkins, W. M., Saunders, G., Protopapas, A., Peterson, B., & Tallal, P. (1998). Amelioration of the acoustic and speech reception deficits underlying language-based learning impairments. In C. von Euler, I. Lundberg, & R. Llinas (Eds.), Basic mechanisms in cognition and language (pp. 143-172). New York: Elsevier.

Merzenich, M. M., Saunders, G. & Tallal, P. (in press) Origins of language impairment for - and impacts of training on-pervasively developmentally disabled children. In S. Broman & J. Fletcher (Eds.), Role of neuroplasticity in rare developmental disorders.

Merzenich, M. M., Saunders, G., Jenkins, W. M., Miller, S., Peterson, B., & Tallal, P. (1999). Pervasive developmental disorders: Listening training and language abilities. In S. H. Broman & J. M. Fletcher (Eds.), The changing nervous system: Neurobehavioral consequences of early brain disorders (pp. 365-385). New York: Oxford University Press.

Merzenich, M. M., Tallal, P., Peterson, B., Miller, S. L., & Jenkins, W. M. (1998). Some neurological principles relevant to the origins of - and the cortical plasticity based remediation of - language learning impairments. In J. Grafman & Y. Christen (Eds.), Neuroplasticity: Building a bridge from the laboratory to the clinic (pp. 169-187). Amsterdam: Elsevier.

Merzenich, M., Spengler, F., Byl, N., Wang, X., & Jenkins, W. (1996). Representational plasticity underlying learning: Contributions to the origins and expressions of neurobehavioral disabilities. In T. Ono, B.L. McNaughton, S. Molotchnikoff, E.T. Rolls, & H. Nishijo (Eds.), Perception, memory and emotion: Frontiers in neuroscience. Oxford, UK: Elsevier.

Miller, S. L., & Tallal, P. (1995). A behavioral neuroscience approach to developmental language disorders: Evidence for a rapid temporal processing deficit. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Risk, disorder, and adaptation (Vol. 2, pp. 274-298). NY: Wiley.

Morlet, T., Norman, M., Ray, B., Berlin, C.I. (2003). Fast ForWord: Its scientific basis and treatment effects on the human efferent auditory system. In C. I. Berlin & T. G. Weyland (Eds.), The brain and sensory plasticity: Language acquisition and hearing (pp. 129-148). Clifton Park, NY: Delmar Learning.

Ribary, U., Joliot, M., Miller, S. L., Kronberg, E., Cappell, J., Tallal, P., & Llinas, R. (2000). Cognitive temporal binding and its relation to 40Hz activity in humans: Alteration during dyslexia. In C.C. Wood, Y. Okada, & C. Aine, (Eds.), Advances in biomagnetism. NY: Springer-Verlag.

Roberts, J. E., Wallace, I.F., & Henderson, F.W. (1995). Otitis media in young children: Medical, developmental and educational considerations. Baltimore, MD: Paul H. Brooks Publishing Company.

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Snow, C.E., Burns, M.S., Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.

Stark, R., & Tallal, P. (1988). Language, speech and reading disorders in children: Neuropsychological studies. Boston: College-Hill Press.

Talcott, J. B., & Witton, C. (2002). A sensory-linguistic approach to normal and impaired reading development. In E. Witruk, A. D. Friederici, & et. al. (Eds.), Basic functions of language, reading and reading disability (pp. 213-240). Dordrecht, Netherlands: Kluwer Academic Publishers.

Tallal, P. (1980). Perceptual requisites for language. In R. Schiefelbusch (Ed.), Non-speech language and communication (pp. 449-467). Baltimore, MD: University Park Press.

Tallal, P. (1987). Developmental dysphasia. In G. Adelman (Ed.), Encyclopedia of Neuroscience (Vol. 1, pp. 351-353). Boston: Birkhauser.

Tallal, P. (1999). Moving research from the laboratory to clinics and classrooms. In D. Drake (Ed.), Reading and attention disorders: Neurobiological correlates (pp. 93-112). Baltimore, MD: York Press.

Tallal, P. (2000). Experimental studies of language learning impairments: From research to remediation. In D.M.V. Bishop & L. B. Leonard (Eds.), Speech and language impairments in children: Causes, characteristics, intervention and outcome (pp. 131-155). Hove, AK: Psychology Press.

Tallal, P., Allard, L., Miller, S., & Curtiss, S. (1997). Academic outcomes of language impaired children. In C. Hulne & M. Snowling (Eds.), Dyslexia; Biology, cognition and intervention (pp 167-181). London: Whurr Press.

Tallal, P., Galaburda, A. M., Llinas, R. R., & von Euler, C. (Eds.). (1993). Temporal information processing in the nervous system: Special reference to dyslexia and dysphasia. (Vol. 682). NY: New York Academy of Sciences.

Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., Schreiner, C., Jenkins, W. M., & Merzenich, M. M. (1998). Language comprehension in language-learning impaired children improved with acoustically modified speech. In M. E. Hertzig & E. A. Farber (Eds.), Annual progress in child psychiatry and child development: 1997 (pp. 193-200). NY: Brunner-Routledge.

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