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FM system use reduced the variability of subcortical responses to sound, and this improvement was linked to concomitant increases in reading and phonological awareness. Moreover, response consistency before FM system use predicted gains in phonological awareness. A matched control group of children with dyslexia attending the same schools who did not use the FM system did not show these effects. Assistive listening devices can improve the neural representation of speech and impact reading-related skills by enhancing acoustic clarity and attention, reducing variability in auditory processing.<\/jats:p>","DOI":"10.1073\/pnas.1206628109","type":"journal-article","created":{"date-parts":[[2012,9,4]],"date-time":"2012-09-04T20:17:32Z","timestamp":1346789852000},"page":"16731-16736","update-policy":"https:\/\/doi.org\/10.1073\/pnas.cm10313","source":"Crossref","is-referenced-by-count":111,"title":["Assistive listening devices drive neuroplasticity in children with dyslexia"],"prefix":"10.1073","volume":"109","author":[{"given":"Jane","family":"Hornickel","sequence":"first","affiliation":[{"name":"Auditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, and"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Steven G.","family":"Zecker","sequence":"additional","affiliation":[{"name":"Auditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, and"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ann R.","family":"Bradlow","sequence":"additional","affiliation":[{"name":"Departments of bLinguistics and"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nina","family":"Kraus","sequence":"additional","affiliation":[{"name":"Auditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, and"},{"name":"Neurobiology and Physiology, Northwestern University, Evanston, IL 60208; and"},{"name":"Department of Otolaryngology, Northwestern University, Chicago, IL 60611"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"341","published-online":{"date-parts":[[2012,9,4]]},"reference":[{"key":"e_1_3_3_1_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.biopsych.2005.01.043"},{"key":"e_1_3_3_2_2","doi-asserted-by":"publisher","DOI":"10.1162\/jocn.2009.21232"},{"key":"e_1_3_3_3_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuropsychologia.2010.09.027"},{"key":"e_1_3_3_4_2","doi-asserted-by":"publisher","DOI":"10.1016\/0022-0965(91)90039-U"},{"key":"e_1_3_3_5_2","first-page":"49","volume-title":"Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention","author":"Tallal P","year":"1997","unstructured":"P Tallal, SL Miller, WM Jenkins, MM Merzenich, The role of temporal processing in developmental language-based learning disorders: Research and clinical implications. 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