Reading and Literacy Development

This study investigates how word frequency affects spelling error recognition using ERP measurements in Russian, finding distinct neural pathways for high- and low-frequency words.

The paper investigates whether magnocellular facilitation influences early neural processes in visual word recognition using masked repetition priming and ERP components.

This study investigates whether abnormal cortical tracking of speech in dyslexia is a cause or consequence of the disorder and how it is affected by reading experience and noise.

The paper investigates repetition suppression effects in the Visual Word Form Area for Chinese characters and German words, showing that prior language experience modulates the probability of repetition effects.

This study investigates neurofunctional correlates of print-sound integration in Chinese children with and without dyslexia, finding atypical relationships between neural integration and reading abilities in dyslexia.

This study investigates the neural basis of print-sound integration in Chinese children, finding script-specific and universal patterns in the superior temporal cortex related to reading abilities.

This study investigates white matter microstructural associations with reading ability in children, finding age-related FA increases but no overall correlations with reading skills.

The paper shows that eye movement sampling rates during reading align with speech production rates across languages, with variations linked to writing system complexity.

The paper investigates how predictive contexts affect visual word recognition by examining pre-activation of orthographic and lexical-semantic representations using behavioral and neuroimaging data.

This study investigates neural prediction error in dyslexia using EEG, finding reduced prediction error signals in dyslexic adults compared to controls during perceptual tasks.

This study shows that envelope enhancement in speech training improves rise time discrimination in pre-readers at risk for dyslexia before formal reading instruction.

This study identifies convergent and divergent structural and functional brain abnormalities in developmental dyslexia across languages through a meta-analysis of neuroimaging studies.

The paper uses SSVEP and RCA to identify distinct neural sources in visual word recognition, finding two components with different latencies and topographies.

The paper shows that lexical previewing in the parafovea predicts reading speed using MEG and eye-tracking with subliminal tagging.

The paper models genetic relationships between literacy, language, and working memory skills in UK youth, identifying shared and distinct genetic factors.

This paper investigates how paternal age at childbirth affects offspring reading abilities through thalamic development in a longitudinal study of 51 children.

The paper uses MEG to show that children's audiovisual brain circuits change with reading experience, detecting letter-speech sound correspondences within 400 ms.

This paper investigates the genetic architecture of early vocabulary skills and their associations with later-life reading and cognitive abilities using longitudinal data from 6,524 children.

This study investigates whether automatic activation of spoken-language circuits is a hallmark of skilled reading, finding that word-selective responses correlate with reading skill.

The paper shows that a general-purpose visual learning mechanism underlies both reading and non-orthographic visual stimuli recognition.

The paper identifies the mid-fusiform cortex as the first region sensitive to word identity and frequency in the ventral visual pathway using intracranial recordings.

The paper investigates neural correlates of reading comprehension components in adults with and without dyslexia, finding group differences in brain activation patterns associated with fluency, comprehension, and decoding.

This study examines the neural mechanisms of reading acquisition and disabilities in French and Chinese children, finding similar brain circuits and activation patterns across writing systems.

This study identifies a universal brain signature of emerging reading in 7-year-olds across two languages, showing limited variation with differences linked to orthographic transparency.

The paper shows that white matter fascicles and cortical microstructure predict the spatial layout of reading-related responses in lateral ventral temporal cortex.

This study investigates dyslexia by analyzing psychophysical and language measures in children, finding that reading disability is better explained by multiple independent risk factors rather than a single core deficit.

The paper quantifies genetic amplification and innovation in language development using structural equation models, finding early vocabulary genetics explain significant variation in later cognitive and literacy skills.

This study shows that tACS at 30 Hz enhances low-gamma activity in dyslexia, improving phonemic processing and reading accuracy.

The paper examines how speech perception in noise relates to reading strategies in children, finding distinct neural correlates for lexical and sublexical reading.