ABSTRACT
Extensive behavioral research over the past several decades has examined the factors that govern the successful acquisition of reading skills and identification of the cause(s) of reading failure (Grigorenko, 2001; Pugh et al., 2000a). Research on the neurobiology of reading acquisition and development in skilled and impaired readers has benefited in recent years from rapid advances in several neuroimaging technologies (e.g., Positron Emission Tomography (PET); functional Magnetic Resonance
Imaging (fMRI); Magnetoencephology (MEG)). This chapter will review behavioral studies of skilled reading and reading disability, and will describe how functional imaging methods have been used in parallel with behavioral research to examine the role of component processes and the functional brain organization for language and reading in children and adults with and without reading disability (Papanicolaou et al., 2004).
