Reading and Literacy Development

This study shows that two weeks of classroom vocabulary instruction can produce neural responses similar to long-term vocabulary learning, correlating with phonological decoding skills.

This study shows that learning to read transforms phonological speech representations into phonographic ones, as evidenced by EEG measurements after a week of word learning.

The paper investigates neural representations in the left-vOT cortex, showing subpopulations of neurons encode both written and spoken language inputs.

This study finds reduced neural tracking of auditory statistical regularities in adults with dyslexia, linked to poorer spelling skills, suggesting a broader sound structure processing deficit.

This paper investigates M-LGN alterations in developmental dyslexia using fMRI and finds they differ between DD and controls, are more pronounced in males, and predict rapid naming ability in male DD participants.

This study shows that sulcal interruptions in the left posterior occipitotemporal sulcus predict better reading skills in children over time.

This study reviews the neural correlates of reading fluency and rapid automatized naming through a qualitative review and ALE meta-analysis, finding a stronger role of ventral reading pathways in fluent reading.

The paper compares neural effects of masked priming and boundary paradigms in visual word processing using eye-tracking/EEG, finding similar N1 and N250 repetition effects but stronger N250 effects in the boundary paradigm.

This study investigates how reading tasks modulate the visual word form area (VWFA) by comparing responses to words, pseudowords, and unfamiliar characters under different tasks.

This study examines how longitudinal brain development trajectories from infancy to school age relate to literacy subskills, finding that brain features are linked to phonological processing and reading skills.

This study analyzes exome and metabolome data from individuals with dyslexia to identify associated dysregulations in olfactory perception and immune functions.

This study uses a computational model to show that orthographic processing in humans, baboons, and pigeons varies with phylogenetic distance, with humans and baboons using more similar representations.

This study challenges the neural noise hypothesis of dyslexia by finding no E/I balance differences between dyslexic and control groups using EEG and 7T MRS biomarkers.

The paper examines how infant brain language networks relate to school-age reading abilities through phonological skills development over seven years.

This study shows that reading instruction in preschool children changes category-selective visual cortex responses without reducing responses to other stimuli.

This study uses MEG to show that word length in Bangla is best measured by minimal graphemic units, not graphemic units or phonemes, as reflected in neural responses at 130ms.

This study finds that Chinese children with developmental dyslexia show impaired visual-spatial attention, particularly in conjunction search, which predicts reading performance.

This study shows that dyslexic children have reduced temporal flexibility around saccadic eye movements, with no oscillatory behavior observed, suggesting a mismatch in anticipatory remapping.

The paper examines how electrophysiological responses to spelling errors develop from childhood to adulthood, finding distinct ERP patterns in different age groups.

This study investigates whether prediction error explains predictability effects on the N1 component during picture-word verification, finding results opposite to a simple predictive coding account.

The paper investigates functional connectivity patterns of two subregions of the visual word form area (VWFA) and finds distinct connectivity profiles between VWFA-1 and VWFA-2, with no correlation to reading ability.

This study shows that intensive reading interventions improve white matter plasticity in children with reading disabilities, specifically in brain tracts linked to reading.

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.

This study uses computational models and brain imaging to uncover how neural circuits achieve invariant word recognition by encoding ordinal positions as 'space bigrams'.

This study investigates brain dynamics during audiovisual learning of symbol-speech sound associations using fMRI and a reinforcement learning model, showing how learning and prediction errors modulate specific brain regions.