Reading Center. His primary research interests are in the areas of cognitive neuroscience and psycholinguistics. He was among the first scientists to use functional magnetic resonance imaging (fMRI) to reveal brain activity associated with reading and reading disabilities. His current research employs combined behavioral and neurobiological measures in the study of typical and atypical reading and language development, with a particular focus on learning and plasticity in people with reading disabilities. He has a Ph.D. in experimental psychology from the Ohio State University.

Chris Schatschneider is professor in the Department of Psychology at Florida State University. His expertise is in early reading development in children and learning disabilities. His research focuses on individual differences in the development of reading and the discovery and measurement of skills needed to acquire reading, which can be used to identify children who are at risk for reading problems. He completed a postdoctoral fellowship in statistics and research methodology at the University of Houston and is an expert in quantitative methods, statistics, and research design. His interests include multilevel modeling, growth-curve analyses, theory building and testing, intervention design in field settings, and item-response theory. He serves as an associate director at the Florida Center for Reading Research at Florida State University; and he was a member of the National Early Literacy Panel, which synthesized scientific research on the development of literacy in children. He has a Ph.D. in psychology from Case Western Reserve University.

Mark S. Seidenberg is the Hilldale professor and the Donald O. Hebb professor in the Department of Psychology at the University of Wisconsin. He is a cognitive neuroscientist who studies language and reading. His work on language acquisition focuses on the role of statistical learning and the bases of age-related changes in the capacity to learn language (the critical period phenomenon). His reading research addresses the nature of skilled reading, how children learn to read, dyslexia, and the brain bases of reading, using the tools of modern cognitive neuroscience: behavioral experiments, computational models, and neuroimaging. His current work focuses on how language background affects early school achievement, reading achievement of low-income and minority children, and the role of home-school dialect differences in the “achievement gap.” He has published research articles in psychology, linguistics, neuroscience, and education and was recently honored as one of the 250 most-cited researchers in the areas of psychology and psychiatry. Seidenberg is a fellow of the American Association for the Advancement of Science, the Cognitive Science Society, and the Association for Psychological Science. He has a Ph.D. in psychology



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