How learning to read shapes structural connectivity and cortical responses in adult illiteratesGrant Type: Young Investigator Grant, First Year
Institute: English Department (Linguistics Division) and Gonda Brain Research Center, Bar Ilan University
Reading allows us to derive meaning from print. Reading skills are usually mastered during childhood, in a process that has been extensively studied in cognitive psychology as well as in neuroscience. But what happens when one faces the challenge of acquiring literacy skills during adulthood? Can learning to read shape the adult brain? In this study we examine how individuals who have never learned how to read differ from those who have, in perceptual and language skills, brain structure and function. We then examine if and how these cognitive and neural properties can be changed by adult literacy programs.