Through brain imaging, UConn researchers can now better explain why a phonetical approach to reading – emphasizing the relationship between written words and the sounds of the spoken words they represent – is  so important (in any language!). Read more here.

Does natural hearing of language versus use of sign language (in deaf children) make a difference in mental processing? UConn researchers look at the link between language processing and cognitive processing. Read more here.

We know that social communication is difficult for individuals with ASD. But why?  Where is the breakdown in communication happening and how does it occur?  UConn researchers are investigating this important phenomenon, as the answers of the root cause may help build new interventions. Read their initial findings here.

Unruly behaviors can be difficult to manage, especially in a classroom environment,  and some particularly disruptive children end up being restrained or secluded as a result.  However, UConn research shows evidence of positive outcomes with the PBIS approach to challenging behaviors (Positive Behavioral Interventions and Supports). Watch a video of the lecture at the capital here.

Baby talk is key for language acquisition regardless of language (or languages)! Find out more about bilingual language development in children by watching this video of UConn KIDS researcher Nairan Ramirez-Esparza.

It can be difficult for kids to wait. Instant gratification just feels good.  But developing impulse control is an important part of growing up.  Watch the marshmallow experiment video to see an example of a way to practice impulse control at home.

It can be hard for families to get engaged in the school environment for dual language childen, since the language spoken at school may not be the same language primarily spoken at home.

UConn Professor Linda Halgunseth from the Human Development and Family Studies department adds input to an article about promoting interaction for bilingual families and schools.

 

UConn’s Distinguished Professor of Psychological Sciences Deborah Fein’s new book suggests ways parents can adapt everyday activities to help children at risk of autism during their critical early years.

 

 

According to this experiment, preschool kids that cannot even read yet show they understand that written words represent something specific in a way that drawings do not.

For example, a photo of a dog could be called “dog”, “puppy” or “pet” but toddlers seem to understand that the letters of the word “dog”  cannot represent all three like the picture does.

Read on for more information on this interesting result.