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Developmental Science|October 18, 2016
Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of readingOla Ozernov-Palchik, Elizabeth S Norton, Georgios Sideridis, et al.
Frontiers in Human Neuroscience|July 5, 2021
ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking KindergartnersElizabeth S Norton, Sara D Beach, Marianna D Eddy, et al.
Developmental Science|March 6, 2018
Early development of letter specialization in left fusiform is associated with better word reading and smaller fusiform face areaTracy M Centanni, Elizabeth S Norton, Anne Park, et al.
Human Brain Mapping|October 3, 2018
The relationship between socioeconomic status and white matter microstructure in pre-reading children: A longitudinal investigationOla Ozernov-Palchik, Elizabeth S Norton, Yingying Wang, et al.
Frontiers in Human Neuroscience|May 31, 2022
The Neural Representation of a Repeated Standard Stimulus in DyslexiaSara D Beach, Ola Ozernov-Palchik, Sidney C May, et al.
Journal of Experimental Psychology. General|November 29, 2021
Speech-specific perceptual adaptation deficits in children and adults with dyslexiaOla Ozernov-Palchik, Sara D Beach, Meredith Brown, et al.
Neuroimage. Clinical|February 25, 2019
Disrupted left fusiform response to print in beginning kindergartners is associated with subsequent readingTracy M Centanni, Elizabeth S Norton, Ola Ozernov-Palchik, et al.
Nature Neuroscience|August 9, 2016
Connectivity precedes function in the development of the visual word form areaZeynep M Saygin, David E Osher, Elizabeth S Norton, et al.
Human Brain Mapping|March 14, 2020
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skillsXi Yu, Jennifer Zuk, Meaghan V Perdue, et al.
The Journal of Neuroscience : the Official Journal of the Society for Neuroscience|August 16, 2013
Tracking the roots of reading ability: white matter volume and integrity correlate with phonological awareness in prereading and early-reading kindergarten childrenZeynep M Saygin, Elizabeth S Norton, David E Osher, et al.
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