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As accumulating evidence shows, music can promote auditory and language development in infancy and early childhood. It may even help to support auditory and language skills in infants whose development is compromised by heritable conditions, like the reading deficit dyslexia, or by environmental factors, such as premature birth. For example, infants born to dyslexic parents can have atypical brain responses to speech sounds and subsequent challenges in language development. Children born very preterm, in turn, have an increased likelihood of sensory, cognitive, and motor deficits. To ameliorate these deficits, we have developed early interventions focusing on music. Preliminary results of our ongoing longitudinal studies suggest that music making and parental singing promote infants\u2019 early language development and auditory neural processing. Together with previous findings in the field, the present studies highlight the role of active, social music making in supporting auditory and language development in at\u2010risk children and infants. Once completed, the studies will illuminate both risk and protective factors in development and offer a comprehensive model of understanding the promises of music activities in promoting positive developmental outcomes during the first years of life.<\/jats:p>","DOI":"10.1111\/nyas.13646","type":"journal-article","created":{"date-parts":[[2018,4,30]],"date-time":"2018-04-30T07:43:31Z","timestamp":1525074211000},"page":"92-101","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":37,"title":["Can very early music interventions promote at\u2010risk infants\u2019 development?"],"prefix":"10.1111","volume":"1423","author":[{"given":"Paula","family":"Virtala","sequence":"first","affiliation":[{"name":"Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Eino","family":"Partanen","sequence":"additional","affiliation":[{"name":"Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine University of Helsinki  Helsinki Finland"},{"name":"Center of Functionally Integrative Neuroscience (CFIN), Department of Clinical Medicine Aarhus University  Aarhus Denmark"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2018,4,30]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/0163-6383(87)90017-8"},{"key":"e_1_2_7_3_1","doi-asserted-by":"crossref","first-page":"326","DOI":"10.1016\/0022-0965(85)90044-X","article-title":"Discrimination of polysyllabic sequences by one\u2010 to four\u2010month\u2010old infants","volume":"39","author":"Karzon R.G.","year":"1985","journal-title":"J. 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