Functional neuroimaging studies of reading and reading disability (developmental dyslexia).

By Kenneth R. Pugh, W. Mencl, A. Jenner, Leonard Katz, S. Frost, Jun Ren Lee, S. Shaywitz, B. Shaywitz. Mental Retardation and Developmental Disabilities Research Reviews, 2000

608 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5e1ada2bae67dda4b214c58bb41f453f2600707c

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Citations in the corpus

The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions (2004, methodology): “To refine our basic theoretical framework, we recently conducted a series of experiments aimed at obtaining a more detailed understanding of the information-processing characteristics of the major LH reading-related regions.”
A Dual-Route Approach to Orthographic Processing (2011, background): “…of standard dualroute theory (Coltheart et al., 2001), is to associate the ventral pathway with the direct mapping of orthography onto semantics, and the dorsal pathway with the mapping of orthography onto phonology (e.g., Pugh et al., 2000; Whitney and Cornelissen, 2005; Borowsky et al., 2006).”
Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes. (2004, background): “Based on fMRI studies of normal and dyslexic individuals, Pugh et al. (2000) have argued that there are two major circuits involved in normal reading.”
Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. (2002, background): “The visual naming speed deficit of dysfluent German children corresponds to recent theorizing based on functional neuroimaging studies by Pugh et al. (2000).”
Meta-analyzing brain dysfunctions in dyslexic children and adults (2011, unknown): “This model, originally advanced by Pugh et al. (2000), was used and elaborated in a number of reviews (e.g., Démonet et al., 2004; McCandliss & Noble, 2003; Sandak et al., 2004; Schlaggar & McCandliss, 2007; Shaywitz & Shaywitz 2005).”
A review and synthesis of the first 20 years of PET and fMRI studies of heard speech, spoken language and reading (2012, background): “Several studies compared activation for familiar words and unfamiliar pseudowords (Herbster et al., 1997; Rumsey et al., 1997; Fiez and Petersen, 1998; Hagoort et al., 1999; Mechelli et al., 2000; Pugh et al., 2000, 2001; Tagamets et al., 2000; Xu et al., 2001; Bokde et al., 2001).”
Syntactic and phonological processing in developmental dyslexia (2004, background): “The authors claim that these data provide neurobiological support for the phonological deficit theory: processing of phonological information is disrupted due to a different functional system (underactivation in posterior regions compensated by overactivation in the anterior part; see also Pugh et a”