Towards a mechanistic understanding of reading difficulties: Deviant audiovisual learning dynamics and network connectivity in children with poor reading skills.

Mastering the associations between letters and their corresponding speech sounds (LSS) is pivotal in the early stages of reading development, requiring an effective reorganisation of brain networks. Children with poor reading skills often show difficulties in LSS learning. To date, however, it remains unclear how the interaction of brain regions integral to the processing and integration of letters and speech sounds changes with LSS learning.

Affording reusable data: recommendations for researchers from a data-intensive project.

Scientists are increasingly required by funding agencies, publishers and their institutions to produce and publish data that are Findable, Accessible, Interoperable and Reusable (FAIR). This requires curatorial activities, which are expensive in terms of both time and effort. Based on our experience of supporting a multidisciplinary research team, we provide recommendations to direct the efforts of researchers towards affordable ways to achieve a reasonable degree of “FAIRness” for their data to become reusable upon its publication.

The odd one out - Orthographic oddball processing in children with poor versus typical reading skills in a fast periodic visual stimulation EEG paradigm.

The specialization of left ventral occipitotemporal brain regions to automatically process word forms develops with reading acquisition and is diminished in children with poor reading skills (PR). Using a fast periodic visual oddball stimulation (FPVS) design during electroencephalography (EEG), we examined the level of sensitivity and familiarity to word form processing in ninety-two children in 2nd and 3rd grade with varying reading skills (n = 35 for PR, n = 40 for typical reading skills; TR). To test children's level of "sensitivity", false font (FF) and consonant string (CS) oddballs were embedded in base presentations of word (W) stimuli.

Dyslexia, the Amsterdam Way.

The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script.

Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School.

Number processing abilities are important for academic and personal development. The course of initial specialization of ventral occipito-temporal cortex (vOTC) sensitivity to visual number processing is crucial for the acquisition of numeric and arithmetic skills. We examined the visual N1, the electrophysiological correlate of vOTC activation across five time points in kindergarten (T1, mean age 6.