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Universal brain signature of proficient reading: Evidence from four contrasting languages

Proceedings of the National Academy of Sciences - PNAS, 2015-12, Vol.112 (50), p.15510-15515

2015

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Neural representations for newly learned words are modulated by overnight consolidation, reading skill, and age

Neuropsychologia, 2018-03, Vol.111, p.133-144

2018

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Theory-driven classification of reading difficulties from fMRI data using Bayesian latent-mixture models

NeuroImage (Orlando, Fla.), 2021-11, Vol.242, p.118476-118476, Article 118476

2021

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Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia

Reading & writing, 2024-05, Vol.37 (5), p.1133-1152

2024

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EARSHOT: A Minimal Neural Network Model of Incremental Human Speech Recognition

Cognitive science, 2020-04, Vol.44 (4), p.e12823-n/a

2020

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Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

Child development, 2021-05, Vol.92 (3), p.e252-e269

2021

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Toward a theory of variation in the organization of the word reading system

Scientific studies of reading, 2016-01, Vol.20 (1), p.86-97

Rueckl, Jay G.

2016

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Tracking second language immersion across time: Evidence from a bi-directional longitudinal cross-linguistic fMRI study

Neuropsychologia, 2021-04, Vol.154, p.107796-107796, Article 107796

2021

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Friends in Low‐Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ Across Letter Positions

Cognitive science, 2020-12, Vol.44 (12), p.e12917-n/a

2020

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Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Journal of educational psychology, 2022-08, Vol.114 (6), p.1242-1256

2022

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Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications

Developmental science, 2015-05, Vol.18 (3), p.373-388

2015

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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills

Journal of memory and language, 2020-10, Vol.114, p.104145, Article 104145

2020

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Quantifying the Regularities Between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior

Journal of experimental psychology. Learning, memory, and cognition, 2022-06, Vol.48 (6), p.839-855

2022

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How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabilities

Journal of educational psychology, 2022-05, Vol.114 (4), p.855-869

2022

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Individual Differences in L2 Literacy Acquisition: Predicting Reading Skill from Sensitivity to Regularities between Orthography, Phonology, and Semantics

Studies in second language acquisition, 2022-07, Vol.44 (3), p.737-758

2022

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Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords

Developmental science, 2021-03, Vol.24 (2), p.e13023-n/a

2021

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Dough, tough, cough, rough: A “fast” fMRI localizer of component processes in reading

Neuropsychologia, 2016-10, Vol.91, p.394-406

2016

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Towards a Theory of Variation in the Organization of the Word Reading System

Scientific studies of reading, 2016-01, Vol.20 (1), p.86-97

Rueckl, Jay G

2016

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The limitations of the reverse-engineering approach to cognitive modeling

The Behavioral and brain sciences, 2012-10, Vol.35 (5), p.305-305

Rueckl, Jay G.

2012

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The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

Scientific studies of reading, 2019-11, Vol.23 (6), p.523-532

2019

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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers

Scientific studies of reading, 2019-01, Vol.23 (1), p.49-63

2019

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Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study

Scientific studies of reading, 2018-01, Vol.22 (3), p.191-208

2018

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Reading and the Neurocognitive Bases of Statistical Learning1

Scientific studies of reading, 2019-01, Vol.23 (1), p.8-23

2019

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Neurobiological signatures of L2 proficiency: Evidence from a bi-directional cross-linguistic study

Journal of neurolinguistics, 2019-05, Vol.50, p.7-16

2019

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Neural correlates of language and non-language visuospatial processing in adolescents with reading disability

NeuroImage (Orlando, Fla.), 2014-11, Vol.101, p.653-666

2014

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Universal brain signature of proficient reading: Evidence from four contrasting languages

Neural representations for newly learned words are modulated by overnight consolidation, reading skill, and age

Theory-driven classification of reading difficulties from fMRI data using Bayesian latent-mixture models

Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia

EARSHOT: A Minimal Neural Network Model of Incremental Human Speech Recognition

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

Toward a theory of variation in the organization of the word reading system

Tracking second language immersion across time: Evidence from a bi-directional longitudinal cross-linguistic fMRI study

Friends in Low‐Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ Across Letter Positions

Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications

Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills

Quantifying the Regularities Between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior

How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabilities

Individual Differences in L2 Literacy Acquisition: Predicting Reading Skill from Sensitivity to Regularities between Orthography, Phonology, and Semantics

Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords

Dough, tough, cough, rough: A “fast” fMRI localizer of component processes in reading

Towards a Theory of Variation in the Organization of the Word Reading System

The limitations of the reverse-engineering approach to cognitive modeling

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers

Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study

Reading and the Neurocognitive Bases of Statistical Learning1

Neurobiological signatures of L2 proficiency: Evidence from a bi-directional cross-linguistic study

Neural correlates of language and non-language visuospatial processing in adolescents with reading disability

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