Given the narrow scope of primary teachers’ knowledge and use of children’s literature identified in Phase I of Teachers as Readers (2006-7), the core goal of the Phase II project, was to improve teachers’ knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year long projec...

A previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading words aloud. In this study, we show that word frequ...

Individuals implicitly learn the statistics of environmental stimuli. We used ”contraction bias”, the tendency to perceive stimuli closer to the estimated mean of similar previous stimuli, to characterize the dynamics of these implicit inference processes. Using a simple auditory discrimination task we found that listeners build a rich representation of the distribution of past stimuli, and yet...

Data indicated that dyslexic individuals exhibited difficulties on tasks involving Working Memory (WM). Previous studies have suggested that these deficits stem from impaired processing in the Phonological Loop (PL). The PL impairment was connected to poor phonological processing. However, recent data has pointed to the Central Executive (CE) system as another source of WM deficit in dyslexic r...

Children with reading impairments have long been associated with impaired perception for rapidly presented acoustic stimuli and recently have shown deficits for slower features. It is not known whether impairments for low-frequency acoustic features negatively impact processing of speech in reading-impaired individuals. Here we provide neurophysiological evidence that poor readers have impaired...

The hereditary character of dyslexia suggests the presence of putative underlying neural anomalies already in preliterate age. Here, we investigated whether early neurophysiological correlates of future reading difficulties-a hallmark of dyslexia-could be identified in the resting-state EEG of preliterate children. The children in this study were recruited at birth and classified on the basis o...