Brian A. Wandell|Andreas M. Rauschecker|Jason D. Yeatman
Learning to See Words
Stanford University
skilled reading requires recognizing written words rapidly functional neuroimaging research clarified written word initiates series responses visual cortex responses communicated circuits ventral occipitotemporal vot cortex learn identify words rapidly structural neuroimaging clarified aspects white matter pathways communicate reading signals vot language systems review circuitry development deficiencies poor readers review emphasizes data measure cortical responses white matter pathways individual subjects rather group differences methods potential clarify child difficulty learning read offer guidance interventions may useful child