Reading and Literacy Development

This study investigates word-selective neural responses using FPVS-oddball paradigms, finding linguistic factors, not statistical regularities, drive these responses, and attentional deployment enhances their amplitude.

The paper examines beta-band neural responses in children with dyslexia during a rhythmic speech task, finding atypical phase entrainment, faster angular velocity, and increased power compared to typically developing children.

The paper investigates semantic processing during reading by analyzing fixation-related potentials and eye movements, finding parafoveal and foveal N400 effects that suggest semantic information is processed parafoveally.

The paper examines the relationship between white matter properties and reading skill development using longitudinal and cross-sectional data, finding that reading skill gains correspond to longitudinal white matter changes but not individual differences in white matter.

This study shows that attention distribution during goal-directed reading is predicted by transformer-based DNNs optimized for the same task.

This study shows that semantic information from parafoveal words is integrated with sentence context before fixation, supporting rapid reading by revealing reduced brain responses to incongruent words.

The study investigates how OTS-words subregions respond to text and emoji stimuli during reading and color tasks, finding both prefer emojis over text, with mOTS-words also showing task-specific responses.

This study uses MEG and MVPA to show early dissociation in brain activity for number and letter processing, with stronger dissociation in strings than single items.

This study investigates speech production in children with dyslexia, finding atypical amplitude envelopes in multisyllabic speech but normal pitch contours.

This study investigates neural correlates of statistical learning in developmental dyslexia using electroencephalography, finding impaired statistical MMN in dyslexic individuals compared to controls.

The paper examines the structural brain correlates of reading abilities and finds genetic influences on brain-reading associations, highlighting left hemisphere cortical measures as partially genetically driven.

The paper examines phoneme discrimination in newborns with and without dyslexia risk using mismatch responses, finding reduced responses in high-risk infants and links to later language skills.

This study uses 7T fMRI to investigate whether bilingual readers have distinct cortical patches for different languages, finding overlapping but specialized regions for English-French and additional patches for English-Chinese.

This study examines how different tasks affect brain responses to spelling errors, finding task-independent sublexical processes and task-dependent modulation of spelling-specific processes.

This study uses dynamic causal modeling of ERPs in children to show that right hemisphere connectivity correlates with language processing skills.

This study shows that the visual word form area (VWFA) shows task-specific response and connectivity changes during word recognition, distinct from general attention effects.

The paper investigates speech information encoding in children with dyslexia using EEG, finding impaired delta band decoding but no overall difference in speech representation quality.

The paper investigates how literacy affects speech processing in Hindi speakers using Devanagari, finding no change in cortical speech responses but increased connectivity between acoustic-phonetic and graphomotor areas.

This study uses a disconnectome method to identify white matter networks critical for reading and predicts lesion locations causing reading deficits.

This study examines lateralization of orthographic processing in fixed-gaze and natural reading conditions using EEG and eye-tracking data, finding consistent left-lateralization in early processing and additional right-lateralization in natural reading.

The paper investigates the relationship between arcuate fasciculus lateralization and literacy skills in children with developmental dyslexia, finding adaptive compensation in specific segments.

This paper conducts genome-wide association studies on reading- and language-related skills in 34,000 people, identifying genetic variants and shared genetic factors across multiple traits.

This study tracks changes in brain activation related to reading fluency over time and links increased ventral occipito-temporal cortex activity to improved reading skills.

This study examines connectivity disruptions in the uncinate fasciculus in developmental dyslexia, finding sex-specific effects and a link to visual attention span.

The paper examines how reading and face processing circuits develop in children, showing word-specific responses emerge with reading while face responses evolve with age, and both areas have pre-existing functional connectivity.

The paper proposes a computational model of left-ventral occipito-temporal cortex activation in reading, showing it predicts brain activity better than alternatives and links word-likeness and lexical categorization to reading efficiency.

This study compares neural networks for reading visual print and tactile Braille, finding modality-specific patterns in brain activation and connectivity.

The paper creates a spatiotemporal map of word processing during reading aloud using intracranial recordings and identifies neural correlates of lexicality, word frequency, and orthographic neighborhood.

This study identifies distinct neural correlates of phonological processing and reading impairment in adolescents with and without facial dysmorphology due to prenatal alcohol exposure.