The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
Dyslexia: Cultural Diversity and Biological Unity
Abstract
The recognition of dyslexia as a neurodevelopmental disorder has been hampered by the belief that it is not a specific diagnostic entity because it has variable and culture-specific manifestations. In line with this belief, we found that Italian dyslexics, using a shallow orthography which facilitates reading, performed better on reading tasks than did English and French dyslexics. However, all dyslexics were equally impaired relative to their controls on reading and phonological tasks. Positron emission tomography scans during explicit and implicit reading showed the same reduced activity in a region of the left hemisphere in dyslexics from all three countries, with the maximum peak in the middle temporal gyrus and additional peaks in the inferior and superior temporal gyri and middle occipital gyrus. We conclude that there is a universal neurocognitive basis for dyslexia and that differences in reading performance among dyslexics of different countries are due to different orthographies.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Research with dyslexic adults indicates that, among other areas, the VWFA fails to increase its activity in response to word forms [44,45] (Box 3).”
From The visual word form area: expertise for reading in the fusiform gyrus (2003) · cites this paper as [44]
Citations
Cites
Auditory temporal perception, phonics, and reading disabilities in children
Tallal, P. A. (1980) · Brain and Language · doi:10.1016/0093-934x(80)90139-x · Cited by 1,544
Poldrack, R. A., Wagner, A. D., Prull, M. W., Desmond, J. E., Glover, G. H., & Gabrieli, J. D. E. (1999) · NeuroImage · doi:10.1006/nimg.1999.0441 · Cited by 1,448
Developmental dyslexia: Four consecutive patients with cortical anomalies
Galaburda, A. M., Sherman, G. F., Rosen, G. D., Aboitiz, F., & Geschwind, N. (1985) · Annals of Neurology · doi:10.1002/ana.410180210 · Cited by 1,312
To see but not to read; the magnocellular theory of dyslexia
Stein, J. F. (1997) · Trends in Neurosciences · doi:10.1016/s0166-2236(96)01005-3 · Cited by 1,248
Functional anatomy of a common semantic system for words and pictures
Vandenberghe, R. R., Price, C. J., Wise, R., Josephs, O., & Frackowiak, R. S. J. (1996) · Nature · doi:10.1038/383254a0 · Cited by 1,172
Functional disruption in the organization of the brain for reading in dyslexia
Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., Shankweiler, D. P., Liberman, A. M., Skudlarski, P., Fletcher, J. M., et al. (1998) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.95.5.2636 · Cited by 872
Cognitive Conjunction: A New Approach to Brain Activation Experiments
Price, C. J., & Friston, K. J. (1997) · NeuroImage · doi:10.1006/nimg.1997.0269 · Cited by 837
Microstructure of Temporo-Parietal White Matter as a Basis for Reading Ability
Klingberg, T., Hedehus, M., Temple, E., Salz, T., Gabrieli, J. D. E., Moseley, M. E., & Poldrack, R. A. (2000) · Neuron · doi:10.1016/s0896-6273(00)80911-3 · Cited by 729
Is developmental dyslexia a disconnection syndrome?
Paulesu, E., Uta Frith, A., Snowling, M. J., Gallagher, A., Morton, J., Frackowiak, R. S. J., & Frith, C. (1996) · Brain · doi:10.1093/brain/119.1.143 · Cited by 621
Self-citationA cultural effect on brain function
Paulesu, E., McCrory, E., Fazio, F., Menoncello, L., Brunswick, N., Cappa, S. F., Cotelli, M., Cossu, G., Corte, F., Lorusso, M., et al. (2000) · Nature Neuroscience · doi:10.1038/71163 · Cited by 602
Self-citation
Flagged first, then by citations
Research works printed but not linked: 6
- Smith S. D., Kelley P. M., Brower A. M., Hum. Biol. 70, 239 (1998).
- M. Snowling Dyslexia (Blackwell Oxford 2000).
- A complete description of the methods and results is available at www.sciencemag.org/cgi/content/full/291/5511/2165/DC1.
- K. Friston in Human Brain Function R. Frackowiak K. Friston C. Frith R. Dolan J. Mazziotta Eds. (Academic Press San Diego CA 1997) pp. 25–41.
- PET experiments: There were two PET scan experiments involving 72 of the aforementioned subjects (17) (36 subjects for each experiment 24 for each country half of whom were dyslexics). In the explicit reading experiment subjects read bisyllabic words and nonwords aloud. In the implicit reading experiment participants performed a feature detection task. Subjects detected the presence or absence of ascenders (graphic features which go above the midline of the word e.g. “b ” “l ” and “t” as opposed to “a ” “c ” and “o”) within visually presented words nonwords and false font strings. The false fonts were created by substituting letters in the real words with nonletters matched for size and presence or absence of ascenders (e.g. see “cannon” and “meter” in Scheme 1). Subjects pressed one key with their right-hand index finger if one or more ascender was present and another key with their right middle finger if no ascenders were present. These studies were approved by the ethics committees of the Institute of Neurology (London) and Institute H San Raffaele (Milan). Informed consent was obtained after the nature and possible consequences of the studies were explained to the volunteers. Data analysis: rCBF was measured by recording the distribution of radioactivity following the intravenous injection of 15 O-labeled water (H 2 15 O). Twelve consecutive scans were obtained for each subject in each experiment. Task-related differences in rCBF were examined using Statistical Parametric Mapping (SPM'96) software (Wellcome Department of Cognitive Neurology London UK) on stereotactically normalized and smoothed PET images. For each experiment data were analyzed according to a random effects model: replications of each task were collapsed into average images to give one average scan per reading task per subject. The analysis was based on a 2 (controls versus dyslexics) × 3 (French English Italian subjects) × 2 (implicit explicit reading) × 3 (words nonwords baseline) factorial design. The pattern of activation associated with reading was identified as the conjunction of the six main effects of reading (reading minus baseline) in each of the six groups of controls (Fig. 3A) and in each of the six groups of dyslexics (Fig. 3B). We then calculated the differences between controls and dyslexics as the conjunction of the six groups × task interaction effects (Fig. 3C). The interaction effects were computed on the voxels identified by the linear contrast of the relevant main effects.
- C. Price in (19) pp. 301–328.
Cited by
Sorted by citations
Items 401–500 of 1,000
Danelli, L., Berlingeri, M., Bottini, G., Borghese, N. A., Lucchese, M., Sberna, M., Price, C. J., & Paulesu, E. (2017) · Cortex · doi:10.1016/j.cortex.2017.08.038 · Cited by 34
Self-citationTörmänen, M. R. K., & Takala, M. (2009) · Scandinavian Journal of Psychology · doi:10.1111/j.1467-9450.2009.00708.x · Cited by 33
Regtvoort, A. G. F. M., van Leeuwen, T. H., Stoel, R. D., & van der Leij, A. (2006) · Brain and Language · doi:10.1016/j.bandl.2006.06.006 · Cited by 33
Phonological generalizations in dyslexia: The phonological grammar may not be impaired
Berent, I., Vaknin‐Nusbaum, V., Balaban, E., & Galaburda, A. M. (2013) · Cognitive Neuropsychology · doi:10.1080/02643294.2013.863182 · Cited by 33
You, H., Gaab, N., Wei, N., Cheng‐Lai, A., Wang, Z., Jian, J., Song, M., Meng, X., & Ding, G. (2010) · NeuroImage · doi:10.1016/j.neuroimage.2010.12.003 · Cited by 33
Posner, M. I. (2003) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2003.08.013 · Cited by 33
Molecular genetics and molecular biology of dyslexia
Kere, J. (2011) · Wiley Interdisciplinary Reviews Cognitive Science · doi:10.1002/wcs.138 · Cited by 32
Implicit learning in children with spelling disability: evidence from artificial grammar learning
von Wirth, E., Arnoldi, C. J., Bartling, J., & Schulte‐Körne, G. (2012) · Journal of Neural Transmission · doi:10.1007/s00702-012-0830-y · Cited by 32
Individual differences in phonological learning and verbal STM span
Service, E., Maury, S., & Luotoniemi, E. (2007) · Memory & Cognition · doi:10.3758/bf03193483 · Cited by 32
Li, Y.-Z., & Bi, H.-Y. (2022) · Neuroscience and Biobehavioral Reviews · doi:10.1016/j.neubiorev.2022.104650 · Cited by 30
Lorusso, M. L., Civati, F., Molteni, M., Turconi, A. C., Bresolin, N., & D’Angelo, M. G. (2012) · Child Neuropsychology · doi:10.1080/09297049.2012.660912 · Cited by 32
Sources of information for stress assignment in reading Greek
Protopapas, A., Gerakaki, S., & Alexandri, S. (2007) · Applied Psycholinguistics · doi:10.1017/s0142716407070373 · Cited by 35
Left-right asymmetry of the Maxwell spot centroids in adults without and with dyslexia
Floch, A. L., & Ropars, G. (2017) · Proceedings of the Royal Society B Biological Sciences · doi:10.1098/rspb.2017.1380 · Cited by 32
Hasko, S., Bruder, J., Bartling, J., & Schulte‐Körne, G. (2012) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2012.01.001 · Cited by 31
Modeling the Variability of Developmental Dyslexia
Ziegler, J. C., Perry, C., & Zorzi, M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108553377.016 · Cited by 34
The ability to learn new written words is modulated by language orthographic consistency
Marinelli, C. V., Zoccolotti, P., & Romani, C. (2020) · PLoS ONE · doi:10.1371/journal.pone.0228129 · Cited by 31
Slow EEG Amplitude Oscillations During NREM Sleep and Reading Disabilities in Children With Dyslexia
Bruni, O., Ferri, R., Novelli, L., Finotti, E., Terribili, M., Troianiello, M., Valente, D., Sabatello, U., & Curatolo, P. (2009) · Developmental Neuropsychology · doi:10.1080/87565640903133418 · Cited by 31
Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional
Gilger, J. W., & Hynd, G. W. (2008) · Roeper Review · doi:10.1080/02783190802363893 · Cited by 35
Dyslexia Impairs Speech Recognition but Can Spare Phonological Competence
Berent, I., Vaknin‐Nusbaum, V., Balaban, E., & Galaburda, A. M. (2012) · PLoS ONE · doi:10.1371/journal.pone.0044875 · Cited by 31
Anastasiou, D., & Protopapas, A. (2014) · Scientific Studies of Reading · doi:10.1080/10888438.2014.934452 · Cited by 31
Phonetically irregular word pronunciation and cortical thickness in the adult brain
Blackmon, K., Barr, W., Kuzniecky, R., DuBois, J. M., Carlson, C., Quinn, B. T., Blumberg, M., Halgren, E., Hagler, D. J., Mikhly, M., et al. (2010) · NeuroImage · doi:10.1016/j.neuroimage.2010.03.028 · Cited by 33
González, G. F., Žarić, G., Tijms, J., Bonte, M. L., & van der Molen, M. W. (2017) · Brain Sciences · doi:10.3390/brainsci7010010 · Cited by 31
López‐Escribano, C., & Katzir, T. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v6i16.1302 · Cited by 31
Number-word reading as challenging task in dyslexia? An ERP study
Csépe, V., Szűcs, D., & Honbolygó, F. (2003) · International Journal of Psychophysiology · doi:10.1016/s0167-8760(03)00154-5 · Cited by 31
Dyslexia and attentional shifting
Stoet, G., Markey, H., & López, B. (2007) · Neuroscience Letters · doi:10.1016/j.neulet.2007.09.014 · Cited by 31
Trauzettel‐Klosinski, S., Dürrwächter, U., Klosinski, G., & Braun, C. (2006) · Clinical Neurophysiology · doi:10.1016/j.clinph.2006.01.012 · Cited by 31
Learning From Abdallah: A Case Study of an Arabic‐Speaking Child in a U.S. School
Palmer, B. C., El-Ashry, F. R., Leclere, J. T., & Chang, S. (2007) · The Reading Teacher · doi:10.1598/rt.61.1.2 · Cited by 34
Una revisión de las bases neurobiológicas de la dislexia en población adulta
Ferrer, M. S., & Piedra‐Martínez, E. (2014) · Neurología · doi:10.1016/j.nrl.2014.08.003 · Cited by 30
Comparative study of the neuropsychological and neuroimaging evaluations in children with dyslexia
Arduini, R. G., Capellini, S. A., & Ciasca, S. M. (2006) · Arquivos de Neuro-Psiquiatria · doi:10.1590/s0004-282x2006000300004 · Cited by 30
Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents
Xia, Z., Zhang, L., Hoeft, F., Gu, B., Gong, G., & Shu, H. (2017) · International Journal of Behavioral Development · doi:10.1177/0165025417727872 · Cited by 32
Phonological Awareness and Bilingual Preschoolers: Should We Teach It and, If So, How?
Stewart, M. R. (2004) · Early Childhood Education Journal · doi:10.1023/b:ecej.0000039641.50549.b5 · Cited by 30
Transcranial direct current stimulation modulates efficiency of reading processes
Thomson, J., Doruk, D., Mascio, B., Fregni, F., & Cerruti, C. (2015) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2015.00114 · Cited by 30
Chen, H.-Y., Chang, E. C., Chen, S., Lin, Y.-C., & Wu, D. H. (2016) · NeuroImage · doi:10.1016/j.neuroimage.2016.01.009 · Cited by 30
Moreau, D., Stonyer, J., McKay, N. S., & Waldie, K. E. (2018) · Brain Research · doi:10.1016/j.brainres.2018.01.014 · Cited by 30
The first candidate gene for dyslexia: Turning the page of a new chapter of research
Grigorenko, E. L. (2003) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2134926100 · Cited by 30
On the Role of Color in Reading and Comprehension Tasks in Dyslexic Children and Adults
Pinna, B., & Deiana, K. (2018) · i-Perception · doi:10.1177/2041669518779098 · Cited by 29
Martins, I. P., Castro‐Caldas, A., Townes, B. D., FERREIRA, G., Rodrigues, P. V. F., MARQUES, S., ROSEBAUM, G., Benton, T., Leitão, J. G., & DeRouen, T. A. (2005) · International Journal of Neuroscience · doi:10.1080/00207450590958556 · Cited by 29
Phonemic manipulation in Japanese: an fMRI study
Seki, A., Okada, T., Koeda, T., & Sadato, N. (2004) · Cognitive Brain Research · doi:10.1016/j.cogbrainres.2004.03.012 · Cited by 29
Dujardin, T., Etienne, Y., Contentin, C., Bernard, C., Largy, P., Mellier, D., Lalonde, R., & Rebai, M. A. (2010) · Brain and Cognition · doi:10.1016/j.bandc.2010.10.006 · Cited by 29
Heim, S., Grande, M., Meffert, E., Eickhoff, S. B., Schreiber, H. W.-N., Kukolja, J., Shah, N. J., Huber, W., & Amunts, K. (2010) · NeuroImage · doi:10.1016/j.neuroimage.2010.07.009 · Cited by 28
An oscillopathic approach to developmental dyslexia: From genes to speech processing
Jiménez-Bravo, M., Aguiar, V. M., & Benítez‐Burraco, A. (2017) · Behavioural Brain Research · doi:10.1016/j.bbr.2017.03.048 · Cited by 30
Cui, G. W., Wang, Y., & Zhong, X. (2020) · Journal of Psycholinguistic Research · doi:10.1007/s10936-020-09743-2 · Cited by 35
Phonological and Surface Subtypes among University Students with Dyslexia
Wolff, U. (2009) · International Journal of Disability Development and Education · doi:10.1080/10349120802682083 · Cited by 28
Functional Correlates of Children's Responsiveness to Intervention
Davis, N., Barquero, L. A., Compton, D. L., Fuchs, L. S., Fuchs, D., Gore, J. C., & Anderson, A. W. (2011) · Developmental Neuropsychology · doi:10.1080/87565641.2010.549875 · Cited by 28
Henderson, L. M., Barca, L., & Ellis, A. W. (2007) · Brain and Language · doi:10.1016/j.bandl.2007.04.009 · Cited by 28
Dyslexia as Disability or Handicap: When Does Vocabulary Matter?
Elbro, C. (2010) · Journal of Learning Disabilities · doi:10.1177/0022219409357349 · Cited by 28
Stroop Color-Word Interference Test: Normative data for Spanish-speaking pediatric population
Rivera, D., Paredes, A. M., Peñalver, A. I., Escher, M. J. I., Soto‐Añari, M., Arelis, A. A., Rute-Pérez, S., Rodríguez‐Lorenzana, A., Rodríguez‐Agudelo, Y., Albaladejo-Blázquez, N., et al. (2017) · Neurorehabilitation · doi:10.3233/nre-172246 · Cited by 28
Buchweitz, A., Costa, A. C., Toazza, R., Bassôa, A., Cará, V. M., Esper, N. B., Aguzzoli, C. S., Gregolim, B., Dresch, L. F., Soldatelli, M. D., et al. (2018) · Developmental Neuropsychology · doi:10.1080/87565641.2017.1292516 · Cited by 30
Development of letter-specific processing: The effect of reading ability
Burgund, E. D., Schlaggar, B. L., & Petersen, S. E. (2006) · Acta Psychologica · doi:10.1016/j.actpsy.2005.11.005 · Cited by 28
fMRI characterization of the language formulation area
Dien, J., Franklin, M. S., Michelson, C. A., Lemen, L. C., Adams, C. L., & Kiehl, K. A. (2008) · Brain Research · doi:10.1016/j.brainres.2008.06.107 · Cited by 28
Cortical categorization failure in 2-month-old infants at risk for dyslexia
van Leeuwen, T. H., Been, P. H., van Herten, M., Zwarts, F., Maassen, B., & van der Leij, A. (2007) · Neuroreport · doi:10.1097/wnr.0b013e3280c1e2bf · Cited by 28
Developmental disorders of vision
Galaburda, A. M., & Duchaine, B. (2003) · Neurologic Clinics · doi:10.1016/s0733-8619(02)00096-8 · Cited by 28
Chan, D. W., Ho, C. S., Tsang, S., Lee, S.-H., & Chung, K. K. H. (2008) · Australian Journal of Learning Difficulties · doi:10.1080/19404150802093695 · Cited by 27
Intact crowding and temporal masking in dyslexia
Doron, A., Manassi, M., Herzog, M. H., & Ahissar, M. (2015) · Journal of Vision · doi:10.1167/15.14.13 · Cited by 27
Brain metabolite levels and language abilities in preschool children
Lebel, C. A., MacMaster, F. P., & Dewey, D. (2016) · Brain and Behavior · doi:10.1002/brb3.547 · Cited by 27
Examination of common and unique brain regions for atypical reading and math: a meta-analysis
Martinez‐Lincoln, A., Fotidzis, T. S., Cutting, L. E., Price, G. R., & Barquero, L. A. (2023) · Cerebral Cortex · doi:10.1093/cercor/bhad013 · Cited by 27
Functional correlates of the speech-in-noise perception impairment in dyslexia: An MRI study
Dole, M., Meunier, F., & Hoen, M. (2014) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2014.05.016 · Cited by 27
Is developmental dyslexia modality specific? A visual-auditory comparison of Italian dyslexics
Marinelli, C. V., Angelelli, P., Filippo, G. D., & Zoccolotti, P. (2011) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2011.02.050 · Cited by 27
Reading network in dyslexia: Similar, yet different.
Waldie, K., Wilson, A., Roberts, R., & Moreau, D. (2017) · Brain and Language · doi:10.1016/j.bandl.2017.07.004 · Cited by 27
Estimating dyslexia in the web
Baeza-Yates, R. A., & Rello, L. (2011) · International Cross-Disciplinary Conference on Web Accessibility (W4A) · doi:10.1145/1969289.1969300 · Cited by 26
Pattamadilok, C., Bulnes, L. C., Devlin, J. T., Bourguignon, M., Morais, J., Goldman, S., & Kolinsky, R. (2015) · Journal of Cognitive Neuroscience · doi:10.1162/jocn_a_00779 · Cited by 26
Gray and White Matter Distribution in Dyslexia: A VBM Study of Superior Temporal Gyrus Asymmetry
Dole, M., Meunier, F., & Hoen, M. (2013) · PLoS ONE · doi:10.1371/journal.pone.0076823 · Cited by 26
Structural changes in functionally illiterate adults after intensive training
Boltzmann, M., Mohammadi, B., Samii, A., Münte, T. F., & Rüsseler, J. (2017) · Neuroscience · doi:10.1016/j.neuroscience.2016.12.049 · Cited by 29
Prevalence of Developmental Dyslexia in Spanish University Students
López‐Escribano, C., Sánchez, J. S., & Leal, F. (2018) · Brain Sciences · doi:10.3390/brainsci8050082 · Cited by 26
Genetics and Neuroscience in Dyslexia: Perspectives for Education and Remediation
Schulte‐Körne, G., Ludwig, K. U., Sharkawy, J. E., Nöthen, M. M., Müller‐Myhsok, B., & Hoffmann, P. (2007) · Mind Brain and Education · doi:10.1111/j.1751-228x.2007.00017.x · Cited by 27
Functional Neuroanatomy of Impaired Reading in Dyslexia
Salmelin, R. H., & Helenius, P. (2004) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0803_5 · Cited by 26
The nonword-reading deficit of disabled readers: A developmental interpretation.
den Broeck, W. V., Geudens, A., & den Bos, K. P. V. (2010) · Developmental Psychology · doi:10.1037/a0019038 · Cited by 25
(2010) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780195300369.001.0001 · Cited by 25
PoliSpell: An Adaptive Spellchecker and Predictor for People with Dyslexia
Li, A. Q., Sbattella, L., & Tedesco, R. (2013) · Lecture notes in computer science · doi:10.1007/978-3-642-38844-6_27 · Cited by 25
Weiss, Y., Katzir, T., & Bitan, T. (2015) · Annals of Dyslexia · doi:10.1007/s11881-015-0100-4 · Cited by 26
Motor Control Alteration in Posturography in Learning-Disabled Children
Poblano, A., Ishiwara-Niembro, K., Arias, M. D. L., García-Pedroza, F. D. J., Marı́n, H., & Trujillo, M. (2002) · Archives of Medical Research · doi:10.1016/s0188-4409(02)00397-1 · Cited by 25
Multilingual dyslexia in university students: Reading and writing patterns in three languages
Lindgrén, S., & Laine, M. (2011) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2011.562594 · Cited by 24
Ling, S., Lee, A. C. H., Armstrong, B. C., & Nestor, A. (2019) · Human Brain Mapping · doi:10.1002/hbm.24757 · Cited by 24
The Role of Oracy in Developing Comprehension in Spanish-Speaking English Language Learners
Pollard‐Durodola, S. D., Mathes, P. G., Vaughn, S. R., Cárdenas-Hagan, E., & Linan‐Thompson, S. (2006) · Topics in Language Disorders · doi:10.1097/00011363-200610000-00008 · Cited by 24
Holistic word processing in dyslexia
Conway, A., Brady, N. P., & Misra, K. S. (2017) · PLoS ONE · doi:10.1371/journal.pone.0187326 · Cited by 24
Automaticity in the reading circuitry
Joo, S. J., Tavabi, K., Caffarra, S., & Yeatman, J. D. (2021) · Brain and Language · doi:10.1016/j.bandl.2020.104906 · Cited by 25
Zarić, J., & Nagler, T. (2021) · Reading and Writing · doi:10.1007/s11145-021-10126-9 · Cited by 24
Dynamic time warping in the analysis of event-related potentials
Casarotto, S., Bianchi, A. M., Cerutti, S., & Chiarenza, G. A. (2005) · IEEE Engineering in Medicine and Biology Magazine · doi:10.1109/memb.2005.1384103 · Cited by 24
Familial language network vulnerability in primary progressive aphasia
Weıntraub, S., Rader, B. M., Coventry, C., Sridhar, J., Wood, J. L., Guillaume, K. A., Coppola, G., Ramos, E. M., Bonakdarpour, B., Rogalski, E. J., et al. (2020) · Neurology · doi:10.1212/wnl.0000000000009842 · Cited by 23
Reading Disability in Chinese Children Learning English as an L2
Cao, F., Yan, X., Yan, X., Zhou, H., & Booth, J. R. (2020) · Child Development · doi:10.1111/cdev.13452 · Cited by 23
Goldstone, R. L., Pestilli, F., & Börner, K. (2015) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2015.05.012 · Cited by 23
Black, J. M., Xia, Z., & Hoeft, F. (2017) · Language and Linguistics Compass · doi:10.1111/lnc3.12252 · Cited by 20
Yang, J., & Tan, L. H. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02945 · Cited by 27
Visual Explanation for Identification of the Brain Bases for Developmental Dyslexia on fMRI Data
da Silva, L. T., Esper, N. B., Ruiz, D. D., Meneguzzi, F. R., & Buchweitz, A. (2021) · Frontiers in Computational Neuroscience · doi:10.3389/fncom.2021.594659 · Cited by 24
Prevalencia de las dificultades específicas de aprendizaje en la Educación Secundaria Obligatoria
Jiménez, J. E., Crespo, P., Rodríguez, C., Díaz, A., García, E., Jiménez, J. E., & González, D. (2010) · European Journal of Education and Psychology · doi:10.30552/ejep.v3i2.60 · Cited by 23
Petersson, K. M., & Reis, A. (2006) · Cambridge University Press eBooks · doi:10.1017/cbo9780511499722.015 · Cited by 24
Aminilari, M., & Pakath, R. (2004) · Decision Support Systems · doi:10.1016/j.dss.2004.02.005 · Cited by 23
A Tsallis’ statistics based neural network model for novel word learning
Hadzibeganovic, T., & Cannas, S. A. (2008) · Physica A Statistical Mechanics and its Applications · doi:10.1016/j.physa.2008.10.042 · Cited by 23
Frith, U. (2013) · Perspectives on Psychological Science · doi:10.1177/1745691613507457 · Cited by 27
Skeletal Structure of Printed Words: Evidence From the Stroop Task.
Berent, I., & Marom, M. (2005) · Journal of Experimental Psychology Human Perception & Performance · doi:10.1037/0096-1523.31.2.328 · Cited by 23
Johansson, B. B. (2006) · Annals of Dyslexia · doi:10.1007/s11881-006-0002-6 · Cited by 24
Neurobiología de la dislexia del desarrollo: una revisión
Gutiérrez, A. L., Flores, M. J. R., & Ostrosky‐Solís, F. (2003) · Revista de Neurología · doi:10.33588/rn.3611.2003054 · Cited by 23
Is Developmental Dyslexia Due to a Visual and Not a Phonological Impairment?
Werth, R. (2021) · Brain Sciences · doi:10.3390/brainsci11101313 · Cited by 22
How Learning to Read Changes the Listening Brain
Romanovska, L., & Bonte, M. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.726882 · Cited by 28
Frith, C., & Frith, U. (2023) · The MIT Press eBooks · doi:10.7551/mitpress/10400.001.0001 · Cited by 22
Self-citationPredictors of Reading in Urdu: Does Deep Orthography Have an Impact?
Farukh, A., & Vulchanova, M. (2014) · Dyslexia · doi:10.1002/dys.1474 · Cited by 22
Shaul, S., Arzouan, Y., & Goldstein, A. (2012) · International Journal of Psychophysiology · doi:10.1016/j.ijpsycho.2012.03.005 · Cited by 22
Schiff, R., Katzir, T., & Shoshan, N. (2012) · Annals of Dyslexia · doi:10.1007/s11881-012-0078-0 · Cited by 22
How Does the Brain Read Words?
Sandak, R., Frost, S. J., Rueckl, J. G., Landi, N., Mencl, W. E., Katz, L. D., & Pugh, K. R. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9781139029377.012 · Cited by 22
Dyslexic children suffer from less informative visual cues to control posture
Razuk, M., & Barela, J. Â. (2014) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.03.045 · Cited by 22
Metadata
- Authors
- Paulesu, E., Démonet, J.-F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S. F., Cossu, G., Habib, M., Frith, C. D., & Frith, U.
- Affiliations
- IRCCS Ospedale San Raffaele (IT)
- INSERM U455, Hôpital Purpan, Toulouse, France.
- University College London (GB)
- Inserm (FR)
- UCL Queen Square Institute of Neurology (GB)
- Vita-Salute San Raffaele University (IT)
- University of Parma (IT)
- Institut Universitaire de Gériatrie de Montréal (CA)
- Institute of Cognitive Neuroscience, University College London, London, UK.
- Corresponding author
- Paulesu, E.
- Venue
- Science
- Published
- 2001-03-16
- Volume
- 291
- Issue
- 5511
- Pages
- 2165-2167
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- OpenAlex
- W2139610547
- Cited by
- 1,173
- References
- 21
- Citations by year
- 2026: 7 · 2025: 20 · 2024: 22 · 2023: 40 · 2022: 50 · 2021: 38 · 2020: 32 · 2019: 40 · 2018: 28 · 2017: 35 · 2016: 36 · 2015: 49 · 2014: 86 · 2013: 55 · 2012: 74
- FWCI
- 92.38
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Science (publishedVersion)
- PubMed (publishedVersion)
- HAL AMU (submittedVersion)
- BOA (University of Milano-Bicocca) (submittedVersion)
- Middlesex University Research Repository (Middlesex University Of London) (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Oskar-Bordeaux (Universite de Bordeaux) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- dyslexia, neurodevelopmental disorders, orthography, reading achievement, phonological processing, cross-cultural comparison, middle temporal gyrus, left hemisphere activation
- MeSH terms
- Adult, Brain, Cross-Cultural Comparison, Culture, Dyslexia, France, United Kingdom, Humans, Italy, Language, Male, Occipital Lobe, Reading, Regional Blood Flow, Temporal Lobe, Tomography, Emission-Computed, Matched-Pair Analysis
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
