Our research

Research and evaluation are core skills for SLTs. Research is vital to continue to improve outcomes for people with speech, language and communication needs. Research is embedded into what we do:

• The paediatric assessment pathway is part of a research project called ‘Database of developmental speech, language and communication disorder profiles.’

• Adult clients may be invited to support the Database of Acquired Language Impairment Profiles (DALIP)

• We support student research via dissertations and PhD projects

• We work with people who come to our clinic to ensure our research is meaningful to those who access speech and language therapy

• We work with local services to support clinical research outside the university

Using music to support word learning in young autistic children

What is this project about? 

Autism spectrum conditions are characterised by differences in social communication and often language delay, which can make learning and using new words challenging for autistic children. Young autistic children may use social cues such as pointing and eye gaze less effectively than neurotypical children, meaning alternative ways to support their word learning are needed. Research suggests that some autistic individuals respond strongly to music and may engage more with songs than speech. This study explores whether music can support young autistic children’s word learning and understanding.

Aims of the project

• To investigate whether music supports word learning in young autistic children.
• To examine whether music helps autistic children understand and recognise new words in different situations (generalisation).
• To explore the effects of individual differences (e.g., musical perception, auditory preferences) on word learning.

Who is involved: 

This study is being conducted by Sina Meyer as part of her PhD project, under the supervision of Dr Tom Loucas and Dr Fang Liu. The project is funded by the Economic and Social Research Council (ESRC).

Lead contact: 

Sina Meyer at s.meyer@pgr.reading.ac.uk

This study has received ethical approval – ethics code 2024-106-TL and will be testing until 30th November 2026.