The postdoctoral program in reading acquisition and reading disabilities at Haskins Laboratories will provide research training, a supportive research environment, and opportunities for advanced coursework at affiliated universities. The range of research opportunities, the nature of the research involvement, and the choice of coursework (if any) will be tailored for each fellow. On entry into the program, fellows will establish an informal advisory committee that will provide guidance and support for the fellow's research plans and course of study. Fellows may initially choose to participate in an ongoing research project at the Laboratories;however, they may instead undertake their own project. Postdoctoral fellows will be encouraged to attend the regular research colloquia at Haskins that take place nearly every week. The lectures feature speakers from around the world as well as researchers on the staff at Haskins. In the past, a broad array of topics on language and literacy has been addressed in the colloquia including neuropsychological and genetic studies of reading, intervention research, studies of speech perception and production, investigations of syntactic development, and much more. Although taking courses is not the central aim of the postdoctoral training, individuals may wish to broaden or deepen their expertise in specific areas relevant to their research and professional goals. Course options are available at Yale University, University of Connecticut and University of Rhode Island. The duration of the training will be two years, and we expect to accept two post doctoral fellows into the program in each of four years. Relevance: the abilities to read and write are critical to individuals'chances for success in our society. We are bringing to bear findings of scientifically based reading research to class room instruction. Our plan is to train scientists to assist in this goal by enhancing relevant scientific knowledge and by helping to implement the knowledge in the classroom.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Institutional National Research Service Award (T32)
Project #
5T32HD007548-09
Application #
7816828
Study Section
Pediatrics Subcommittee (CHHD)
Program Officer
Miller, Brett
Project Start
2001-04-01
Project End
2012-04-30
Budget Start
2010-05-01
Budget End
2011-04-30
Support Year
9
Fiscal Year
2010
Total Cost
$99,554
Indirect Cost
Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511
Koenig, Laura L; Shadle, Christine H; Preston, Jonathan L et al. (2013) Toward improved spectral measures of /s/: results from adolescents. J Speech Lang Hear Res 56:1175-89
Pugh, Kenneth R; Landi, Nicole; Preston, Jonathan L et al. (2013) The relationship between phonological and auditory processing and brain organization in beginning readers. Brain Lang 125:173-83
Landi, Nicole; Frost, Stephen J; Menc, W Einar et al. (2013) Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers. Read Writ Q 29:145-167
Preston, Jonathan L; Felsenfeld, Susan; Frost, Stephen J et al. (2012) Functional brain activation differences in school-age children with speech sound errors: speech and print processing. J Speech Lang Hear Res 55:1068-82
Preston, Jonathan L; Ramsdell, Heather L; Oller, D Kimbrough et al. (2011) Developing a weighted measure of speech sound accuracy. J Speech Lang Hear Res 54:1-18
Preston, Jonathan L; Koenig, Laura L (2011) Phonetic variability in residual speech sound disorders: Exploration of subtypes. Top Lang Disord 31:168-184
Preston, Jonathan L; Seki, Ayumi (2011) Identifying residual speech sound disorders in bilingual children: a Japanese-english case study. Am J Speech Lang Pathol 20:73-85
Kuperman, Victor; Van Dyke, Julie A (2011) Effects of individual differences in verbal skills on eye-movement patterns during sentence reading. J Mem Lang 65:42-73
Landi, Nicole (2010) An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Read Writ 23:701-717
Preston, Jonathan; Edwards, Mary Louise (2010) Phonological awareness and types of sound errors in preschoolers with speech sound disorders. J Speech Lang Hear Res 53:44-60

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