PROTOCOL: The Effect of Linguistic Comprehension Training on Language and Reading Comprehension: A Systematic Review

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

“…Thus, intensive interventions targeting language comprehension and vocabulary potentially give benefits for vocabulary, decoding and reading comprehension. Prior studies have shown that small‐group instruction seems particularly effective for this (see for a systematic review). However, providing effective interventions to this group in school also requires working with the teachers and school leaders.…”

Effects of alternating current stimulation on the healthy and diseased brain

“…The biggest challenge for the progression of neuroprotection and neurorehabilitation is to maximize the benefits of the available treatment methods. A number of methods that offer the potential to enhance cognitive function, such as behavioral therapy (Ávila et al, 2004 ; Jensen et al, 2005 ; Kasten et al, 2006 ; Rogde et al, 2013 ; Sabel and Gudlin, 2014 ), deep brain stimulation (Nizard et al, 2012 ; Vedam-Mai et al, 2014 ), tDCS (Nitsche and Paulus, 2000 ; Antal et al, 2004 ; Liebetanz et al, 2009 ; Liu et al, 2014 ; Miller et al, 2015 ), tRNS (Terney et al, 2008 ; Chaieb et al, 2009 ; Fertonani et al, 2011 ; Romanska et al, 2015 ), tACS (Antal et al, 2008 ; Kanai et al, 2008 ; Pogosyan et al, 2009 ; Moliadze et al, 2010 ; Paulus, 2010 ; Schutter and Hortensius, 2010 , 2011 ; Zaehle et al, 2010 ; Feurra et al, 2011a ; Sela et al, 2012 ; Neuling et al, 2013 ; Wach et al, 2013 ; Chaieb et al, 2014 ) and transorbital ACS (Fedorov et al, 2005 ; Gall et al, 2011 ; Sabel et al, 2011a ; Schmidt et al, 2013 ; Bola et al, 2014 ), are currently available. However, more recently, NIBS methods, especially tES (i.e., tDCS, tACS, and tRNS) (Miniussi et al, 2013 ; Filmer et al, 2014 ; Santarnecchi et al, 2015 ) and transorbital ACS (Fedorov et al, 2005 ; Gall et al, 2011 ; Sabel et al, 2011a ; Schmidt et al, 2013 ; Bola et al, 2014 ) have offered clear benefits for neuroprotection and neurorehabilitation.…”

“…It involves training (rehabilitation) programs where a repetitive, behavioral tasks is carried out to repetitively stimulate brain areas and thus promote neuroplastic changes (Musso, 1999 ; Sabel and Kasten, 2000 ; Dobkin, 2005 ; Breier et al, 2009 ; Mang et al, 2013 ; Perrey, 2013 ). Cognitive training programs, such as motor skill and strength training (Jensen et al, 2005 ), vision restoration training (Kasten et al, 1998 , 2006 ; Sabel and Gudlin, 2014 ), language comprehension training (Rogde et al, 2013 ), and neuropsychological training of activities of daily living (Ávila et al, 2004 ), are safe and effective rehabilitation methods which can induce functional recovery.…”

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

“…Provision of intervention based on assessment at a single time-point may result in missing out on additional support that would have been beneficial (Ukoumunne et al, 2012). Instead, our findings call for intervention methods focused on the developmental trajectory of vocabulary (Marulis & Neuman, 2010), and early language-based literacy skills (Rogde, Hagen, Melby-Lerv ag, & Lerv ag, 2016). These types of interventions highlight the role schools play in partnership with parents, to identify and monitor over time children who are falling behind.…”