Discoveries at Cincinnati Children’s will immediately impact prevention efforts, patient evaluations and treatments. Click here to watch a presentation by Dr. Tzipi Horowitz-Kraus as she discusses her research, "Can We Train Dyslexic Readers to Read Like Typical Readers?"
We have focused our current studies on three goals:
Identifying normal neurological function and how brain patterns look like in typical developing children.
This allows us to determine how reading is acquired for normally developing children. This data serve as a frame of reference that enable us to better understand irregularities in brain circuitry that correspond with language and reading impairments early in life before reading is officially acquired.
- Overlapping Neural Circuitry for Narrative Comprehension and Proficient Reading in Children and Adolescents
- The role of fluency in reading along development
- Anatomical correlates supporting reading comprehension in adolescents
- The plasticity of Default mode network in 6-18 year old children
- The relations between IQ and reading
- Language networks that support reading comprehension in children
- The involvement of Executive functions in the reading process
- Effect of early literacy exposure on narrative comprehension and reading
Characterizing the neural circuitry underlying various atypical reading development using neuroimaging methods.
- Understanding the anatomical and functional neural basis for reading difficulty in Children with dyslexia
- Attention Deficit Hyperactive Disorders and dyslexia
- Children with Psychiatric disorders (mood and behavioral disorders)
- Auditory Processing Disorders (collaboration with Dr. Rola Farah, PhD)
Plasticity: Monitoring how treatment affects the language and reading circuitry in children with reading problems and in typical developing children.
- The effect of training with the Reading Acceleration program on neural circuits supporting reading in children with reading difficulties
- The effect of training with the Reading Acceleration program on neural circuits supporting reading in children with ADHD and reading difficulties
- Validating the effect of reading tutoring in children with reading disorders and literacy deprivation (collaboration with Dr. Teresa Young, Xavier University, Cincinnati)