Studies on adults suggest that reading-induced brain changes might not be limited to linguistic processes. It is still unclear whether these results can be generalized to reading development. The present study shows to which extent neural responses to verbal and nonverbal stimuli are reorganized while children learn to read. The results of this study reveal that learning to read not only influences written word processing, but also affects visual object recognition, suggesting a non-language specific impact of reading on children’s neural mechanisms.
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