Reading and Literacy Development

This study shows that musical training improves reading skills in children by enhancing phonological awareness and left-hemispheric speech processing.

The paper shows that individuals with developmental dyslexia show reduced flexibility in neural speech tracking frequency shifts in response to speech intelligibility changes, linked to phonological awareness and reading deficits.

This study compares EEG patterns between good and poor readers, finding increased beta power and network synchronization in good readers.

This study uses a multivariate GWAS approach to identify genetic loci associated with reading ability and dyslexia, finding 35 new genome-wide significant loci and estimating SNP heritability at 24%.

This study investigates semantic reading deficits after stroke, finding that impaired integration of semantic and phonological representations, particularly in the left posterior superior temporal sulcus, underlies these deficits.

The paper shows that oculomotor dysfunction is linked to reading difficulties in early readers, suggesting oculomotor assessments should be included in vision evaluations for children with reading challenges.

This study examines how the brain processes misspelled words, identifying three brain regions and showing late, sustained neural responses to varying degrees of misspelling.

This study investigates how lexical frequency affects attention allocation during reading using MEG and eye tracking, finding simultaneous attention to target and post-target words and effects of word frequency on attention distribution.

This study analyzes non-coding variants in five dyslexia candidate genes using targeted sequencing in large families, finding significant associations with reading and spelling traits but no large-effect coding variants.

This study uses ERP data to show that children with dyslexia have larger N2pc components and lack the PD component in a visual search task, linking these findings to reading deficits.

The paper compares orthographic learning in humans and baboons using mechanistic and connectionist models, finding that mechanistic models better capture species-specific learning patterns.

The paper uses a convolutional neural network to model MEG responses during visual word recognition, showing it can predict key evoked response components and simulate reading processes.

The paper investigates neural signatures of parafoveal word processing and skipping decisions during reading using MEG and eye-tracking.

This study uses MEG to investigate rapid semantic processing during narrative text reading, finding early ERP differences and distinct brain response clusters related to semantic dissimilarity.

This study uses fMRI and MEG to show how the brain encodes letter positions in words, transitioning from retinotopic to ordinal codes in higher visual areas.

The paper identifies three text-selective regions in the inferior frontal cortex linked to reading proficiency in children using fMRI.

This study examines the effects of two-week reading training on preschoolers' letter knowledge, decoding skills, and white matter structure, finding skill improvements without significant white matter changes.

The paper uses predictive modeling to show that stronger oral reading ability correlates with closer proximity between visual and association cortex in the brain.

The paper examines the longitudinal relationship between phonological decoding ability and fiber density in the left arcuate fasciculus across reading development.

This study investigates the functional role of left ventral occipitotemporal cortex during word reading by analyzing feedforward and feedback dynamics using MEG and connectivity metrics.

This study investigates how the brain processes visual Braille by comparing expert and naive readers, finding that linguistic content, not visual features, drives orthographic decoding in an extended reading network.

The paper tests how precise orthographic prediction error representations affect word recognition, finding that more precise models better explain later behavioral and EEG data, while less precise models explain early brain activity.

This paper proposes optimal transport theory as a framework for modeling sub-letter orthographic processing, showing it aligns with early neural activity and captures geometric invariances better than existing methods.

This study identifies neural signatures of automatic letter-speech sound integration in literate adults using MEG, showing shared and distinct patterns for overlearned and newly learned associations.

The paper identifies distinct brain structural impacts of polygenic dyslexia disposition in adults using large-scale population data.

This study uses RSA on fMRI data to compare neural processing of words during aloud and silent reading, finding task-specific differences in information weighting.

This study investigates how non-verbal intelligence affects neural responses to auditory words in typical and dyslexic readers, finding distinct patterns in latency and amplitude across groups.

This study uses FPVS to show robust word-selective EEG/MEG responses in English, even when words are embedded in pseudowords, with left-lateralized patterns observed.

The study links longitudinal changes in the left arcuate fasciculus's white matter to reading development gains, but not math, using diffusion MRI and academic scores.

This paper compares cloze predictability and LLM-based predictability in a cognitive reading model, finding LLMs provide better fits to eye movement data.