Disrupted left fusiform response to print in beginning kindergartners is associated with subsequent reading.

TL;DR: A review of findings from longitudinal neuroimaging studies on typical and atypical reading development can be found in this article, where the authors suggest that reading development results in increased structural integrity and functional specialization of left-hemispheric language areas.

TL;DR: This paper found that dyslexic readers tended to be poorer than typical readers at feature-based face matching while no differences were found for global form face matching, while processing the global form of faces apparently shares minimal-if any-resources with visual word processing.

TL;DR: In this article, the authors investigated whether the neural substrates of word processing differ in children with various patterns of reading and spelling deficits, using functional magnetic resonance imaging, and found that children with dyslexia exhibited hypoactivations in the ventral occipito-temporal cortex compared to typical readers and spellers.

TL;DR: In this article, the authors argue that reading problems of some people with dyslexia can be a salient manifestation of a more general deficit of high-level vision, i.e., the processes that support visual recognition despite innumerable image variations, such as in viewpoint, position, or size.

TL;DR: Findings suggest that during the performance of a variety of reading tasks, normal readers activate left‐sided brain areas more than dyslexic readers do, whereas dyslexia is associated with greater right-sided brain activity.

TL;DR: It is suggested that early connectivity instructs the functional development of the visual word form area, possibly reflecting a general mechanism of cortical development.

TL;DR: A quantitative activation likelihood estimation (ALE) meta-analysis on all reported studies that used a voxel-based approach reveals a cluster located close to the left temporoparietal region that demonstrates that this region hosts both the left arcuate fasciculus and the left corona radiata.

TL;DR: It is shown that poor readers have significantly more variable auditory brainstem responses to speech than do good readers, independent of resting neurophysiological noise levels, and that neural variability may be an underlying biological contributor to well established behavioral and neural deficits found in poor readers.