An ongoing study of 45 deaf children who had two cochlear implants finds that their language skills are within the normal range.
Speech & Language
Research including Andy Alexander, shows autism MRI test may detect disorder quicker in high-functioning patients
Scientists using diffusion tensor imaging have been able to identify individuals with autism 94% of the time
Inclusive childcare at the Waisman Early Childhood Program lauded
The Waisman Early Childhood Program (WECP) is a laboratory preschool administered by the Waisman Center.
UW researchers to bring their brain expertise to Appleton
As many parents discover, the minds of young children absorb information like sponges and their brain development seems to occur at incredible speed.
ASHA recognizes Lyn Turkstra
This award recognizes distinguished achievement and/or contributions
Researchers study hearing, language
Infant Learning Lab researchers have recently focused on learning more about people with delayed language comprehension by observing learning methods used by children developing normally and children experiencing language delays.
Baby talk: UW’s Waisman lab explores the how and why behind an infant’s first words
A child’s first word is a special moment, their eyes widening in curiosity, one chubby finger pointing to an object in sudden recognition as “juice” or “train.”
Robin Chapman, PhD, receives Career Research Scientist Award
Robin Chapman, professor emerita of Communicative Disorders and Waisman principle investigator, received the 2006 Career Research Scientist Award on Tuesday, May 22, at its Atlanta, GA. meeting from the Academy on Mental Retardation. The award was made for …
Julie Gamradt Featured in WSJ
Outreach program manager/augmentative and alternative communication specialist at the Communication Aids and Systems Clinic (CASC) and Communication Development Program (CDP) at UW-Madison’s Waisman Center.
Study spells out new evidence for roots of dyslexia
Addressing a persistent debate in the field of dyslexia research, scientists have disproved the popular theory that deficits in certain visual processes cause the spelling and reading woes commonly suffered by people with dyslexia.