Reading and Literacy Development

This study investigates brain dynamics during grapheme-phoneme learning in adults using MEG, finding dynamic changes in multi-sensory processing and memory encoding.

The paper identifies factors predicting better reading outcomes in kindergarten children at risk for dyslexia, focusing on neural, cognitive-linguistic, and socioeconomic factors.

This study identifies the specialization of phonological and semantic processing in early childhood using fMRI and pattern analysis, showing left hemisphere phonological and bilateral parietal semantic activation.

The paper proposes a compositional shape code for word reading, showing it explains human performance in visual search and word reading tasks.

This paper finds atypical inter-subject correlation (ISC) in dyslexic individuals during speech listening, linked to reading-related measures and suggesting neural processing differences.

This study identifies grey and white matter abnormalities in adults with dyslexia and links them to brain regions associated with reading skills.

This study investigates STM capacity in dyslexia, finding reduced benefit from item frequency but no deficit in repeated sequence learning.

This study identifies distinct neural activation patterns in pre-readers with a family history of dyslexia who later develop typical reading skills, suggesting protective mechanisms may be present before reading onset.

The paper demonstrates that prior visual-orthographic knowledge optimizes visual word representations, improving reading efficiency by focusing on relevant visual information.

The paper shows that silent reading involves articulatory processing at the single-phoneme level, as evidenced by correlations between fixation durations and vocal transition durations during pseudoword reading.

The paper tests models of the visual word form area using ERP and fMRI with Chinese characters, finding support for the Lexicon account of the VWFA.

The paper shows that reading increases the compositionality of visual word representations by comparing readers and nonreaders in two Indian languages.

The paper investigates STM differences between musicians, IDDs, and good-readers, finding that sensitivity to long-term statistics, not sequential repetition, explains these differences.

The paper identifies genetic associations with subtypes of reading disability using latent profile analysis in a sample of Hispanic American and African American youth.

This study investigates dyslexia by analyzing nonlinear visual evoked potentials (VEP) in children, finding altered temporal structure in magnocellular processing and visual field differences.

This study investigates change detection in children with and without reading difficulties, finding that good readers outperform poor readers in detecting changes in both letters and shapes, suggesting a general visual attention deficit in dyslexia.

This paper develops a computational model of lexical decision that integrates orthographic, phonological, and semantic processing, capturing both normal and impaired reading patterns.

The paper investigates how parallel spatial channels of visual processing converge into a serial bottleneck for word recognition using fMRI.

This paper investigates context-based facilitation in visual word recognition, finding facilitation at visual and lexical levels but not pre-lexical or top-down.

The paper conducts a GWAS to identify genetic variants associated with a cognitive predictor of dyslexia, finding significant associations with variants near MIR924HG and NKAIN3.

The paper investigates whether word reading is automatic by examining N400 amplitudes in a PRP paradigm, finding attentional modulation of orthographic neighborhood effects.

This study investigates white matter plasticity and literacy learning in children with dyslexia through reading intervention and diffusion MRI, finding no age-dependent decline in plasticity.

This study investigates how font style impacts lexical decision making in adult dyslexia using EEG, finding differences in brain responses to italicized text between dyslexics and non-dyslexics.

This study shows 3-month-old infants can learn to pair phonemes with visual shapes, suggesting early foundations for grapheme-phoneme pairing in reading.

The paper investigates how valence impacts early visual processing of letter strings using ERPs in a cross-modal learning paradigm, finding early emotion effects only for visually acquired stimuli.

The paper shows that global reading instruction leads to right hemisphere activation for word recognition, while phonics instruction activates the left hemisphere, with poor readers relying more on the global method.

This study examines how word selectivity in visual cortex relates to reading skill, finding that skilled readers show stronger word selectivity over objects.

This study shows that the left mid-ventral temporal cortex (lmVTC) individuates real words through interactions with anterior temporal and visual regions, distinguishing them from pseudowords and other stimuli.

This study shows that reading proficiency develops with increased informativeness of distributed left lateral ventral temporal cortex responses to words and characters.

The paper investigates whether ERP correlates of masked priming reflect lexical processing by showing that neural activity associated with lexical processing depends on the task, not the target type.