Our plan is to train eight post-doctoral fellows to be highly qualified and productive reading researchers. Two fellows will be accepted for two-year positions in each of the first four years of the program. Participants will have doctoral degrees in education, psychology, linguistics, speech science or other related fields. They will receive training in one or more of the many areas of reading research pursued at Haskins Laboratories, including reading development, skilled reading, reading disorders, reading comprehension, brain processing involved in reading, cross-language studies and professional development of teachers. A common emphasis to the reading research endeavors at the Laboratories is the focus on the phonological demands of reading and how they influence other components of reading. Post doctoral fellows will be carefully mentored and given a range of experiences to foster their own expertise. Initially, they will collaborate on research with members of the scientific staff and will later undertake independent research projects. Publication of research and participation in national conferences will be expected. The fellows will attend, and later sometimes lead, monthly proseminar meetings in which participants discuss current topics in reading research. They will also attend weekly colloquia at Haskins Laboratories and periodic seminars on topics relating to the ethical conduct of research, grant writing and writing articles for professional journals. They will have the opportunity to take courses at Yale University, University of Connecticut, or University of Rhode Island. The primary site for training is Haskins Laboratories. The Laboratories have extensive computer resources and laboratory facilities for conducting research. However, we anticipate that much of the research conducted by the postdoctoral fellows will take place off site either in local elementary and middle schools or at universities where participant pools are available.

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 #
5T32HD007548-03
Application #
6748194
Study Section
Special Emphasis Panel (ZHD1-MCHG-B (32))
Program Officer
Mccardle, Peggy D
Project Start
2002-05-01
Project End
2007-04-30
Budget Start
2004-05-01
Budget End
2005-04-30
Support Year
3
Fiscal Year
2004
Total Cost
$157,805
Indirect Cost
Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511
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
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
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; Seki, Ayumi (2011) Identifying residual speech sound disorders in bilingual children: a Japanese-english case study. Am J Speech Lang Pathol 20:73-85
Preston, Jonathan L; Koenig, Laura L (2011) Phonetic variability in residual speech sound disorders: Exploration of subtypes. Top Lang Disord 31:168-184
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
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
Preston, Jonathan L; Frost, Stephen J; Mencl, William Einar et al. (2010) Early and late talkers: school-age language, literacy and neurolinguistic differences. Brain 133:2185-95

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