Neural Basis of Language Processing

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Whereas children learn spoken language seemingly effortlessly, learning to read develops slowly through the school years and requires explicit instruction and training. Although children vary in the ease with which they acquire this complex skill, reading eventually becomes automatic for most individuals. The present proposal examines the neural basis of reading, by evaluating the changes that undergo the neurocognitive language network with the development of reading skill. We hypothesize that substantial restructuring of the language network occurs to support reading, and that orthographic access (i.e., printed word access) during spoken word recognition is a marker of this.