We have partnered with schools around the country to study the impact of educational enrichment on neural development and learning.
Enrichment in Under-Served Populations:
In conjunction with charter schools in the Chicago Public School system, we are undertaking a longitudinal study that investigates the impact of music and physical education on adolescent brain development.
The Harmony Project, winner of the nation’s top honor for an arts program targeting high-need youth, provides music-based mentoring programs for high-need youth attending schools in Los Angeles neighborhoods. We are collaborating with the Harmony project to study learning, communication abilities, and biological development in grade-school children in LA participating in the mentoring program.
Classroom assistive listening devices:
Our joint project with the Hyde Park Day Schools in Chicago (private institutions for children with reading impairments) strives to identify the effects of classroom assistive listening devices on reading and communication abilities and their neural correlates in children with reading difficulties.
Kraus N (2016) Music, hearing, and education: from the lab to the classroom. ENT and Audiology News. 25(4): 94-96.
Kraus N, White-Schwoch T (2016) Neurobiology of everyday communication: what have we learned from music? The Neuroscientist. doi: 10.1177/1073858416653593.
Krizman J, Skoe E, Kraus N (2016) Bilingual enhancements have no socioeconomic boundaries. Developmental Science. 19(6): 881–891.
Tierney A, Krizman J, Kraus N. (2015) Music training alters the course of adolescent auditory development. Proceedings of the National Academy of Sciences.
Kraus N, Anderson S. (2015) Low socioeconomic status linked to impaired auditory processing. Hearing Journal. 68(5): 38-40.
Slater J, Skoe E, Strait D, O'Connell S, Thompson E, Kraus N (2015) Music training improves speech-in-noise perception: Longitudinal evidence from a community-based music program. Behavioural Brain Research 291: 244-252.
Kraus N, Strait DL (2015). Emergence of biological markers of musicianship with school-based music instruction. Annals of the New York Academy of Sciences.1337: 163-169.
Kraus N, Hornickel J, Strait DL, Slater J, Thompson EC. (2014). Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds. Frontiers in Psychology, Cognitive Science. 5(1403). doi: 10.3389/fpsyg.2014.01403
Kraus N, Anderson S. (2014). Community-based training shows objective evidence of efficacy. Hearing Journal. 67(11): 46-47.
Slater J, Strait DL, Skoe E, O’Connell S, Thompson E, Kraus N. (2014). Longitudinal effects of group music instruction on literacy skills in low-income children. PlosOne. 9(11). doi: 10.1371/journal.pone.0113383
Kraus N, Slater J, Thompson E, Hornickel J, Strait DL, Nicol T, White-Schwoch T. (2014). Auditory learning through active engagement with sound: Biological impact of community music lessons in at-risk children. Frontiers Aud Cogn Neurosci. 8(351). doi: 10.3389/fnins.2014.00351.
Kraus N, Slater J, Thompson E, Hornickel J, Strait D, Nicol T and White-Schwoch T (2014). Music enrichment programs improve the neural encoding of speech in at-risk children. Journal of Neuroscience. 34(36): 11913-11918.
Tierney A, Krizman J, Skoe E, Johnston K, Kraus N. (2013) High school music classes enhance the neural processing of speech. Frontiers in Educational Psychology. 4:855.
Skoe E, Krizman J, Kraus N (2013) The impoverished brain: Disparities in maternal education affect the neural response to sound. Journal of Neuroscience 33(44):17221–17231.
Slater J, Tierney A, Kraus N (2013) At-risk elementary school children with one year of classroom music instruction are better at keeping a beat. PlosOne. 8(10): e77250. doi:10.1371/journal.pone.0077250.
Hornickel J, Kraus N. (2013) Unstable representation of sound: A biological marker of dyslexia. Journal of Neuroscience. 33(8) 3500-3504.
Strait DL, OConnell S, Parbery-Clark A, Kraus N. (2013) Biological impact of preschool music classes on processing speech in noise. Developmental Cognitive Neuroscience 6: 51-60.
Hornickel J, Zecker S, Bradlow A, Kraus N. (2012) Assistive listening devices drive neuroplasticity in children with dyslexia. Proceedings of the National Academy of Sciences. 109(41): 16731–16736.
|For our neuroeducation projects, we have partnered with:|
|UIC College Prep: A Noble Street Charter School||Pritzker College Prep: A Noble Street Charter School||Rickover Naval Academy||The Harmony Project||Hyde Park Day School|
|Neuroeducational Research is Supported By:|
|National Science Foundation||Mathers Foundation||National Association of Music Merchants||Grammy Foundation||Knowles Hearing Center Northwestern University|