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My research examines the acquisition and development
of reading as well as individual differences in reading
skill. I study these issues using multiple methodologies
with an emphasis on cognitive neuroscience methods
including functional magnetic resonance imaging (fMRI)
and event related potentials (ERP). By examining early
school children, adolescents, and young adults, my
research spans a broad range of reading development. I
have also examined different types of skill variation
including skill differences within the typically
developing population of children and adults and within
the reading disabled (RD) or dyslexic population. In
particular, my work has looked at three key areas 1)
learning to read new words/acquiring new word
representations, 2) reading comprehension and reading
comprehension failure and 3) understanding the
neurobiological bases of dyslexia.
I have a number of ongoing
collaborative projects through Haskins Laboratories and
the Yale Child Study Center.
In addition to being a faculty member
in psychological foundations: learning and cognition (as
of January 2008), I am also faculty member in the
Minnesota
Interdisciplinary Training in Education Research (MITER)
program. The MITER program is a pre-doctoral research
program that focuses on experimental research
methodology and cognitive science as applied to
educational issues. Students interested in full-time
Ph.D. study and the application of interdisciplinary
research to problems in education may be interested in
MITER.
Selected publications
Frost, S., Landi, N., Mencl,W. E.,
Sandak, R. Fullbright, R.K., Jacobsen, L., Grigorenko,
E., Constable, R.T. & Pugh, K. (in press). Phonological
awareness predicts cortical activation patterns for
print and speech. Annals of Dyslexia.
Landi, N., Frost, S.J., Mencl, W.E,
Sandak, R. & Pugh, K.R. (in press). Neurobiological
bases of reading comprehension: Insights from
neuroimaging studies of word level and text level
processing in skilled and impaired readers. Reading and
Writing Quarterly.
Pugh K.R., Frost, S.J., Sandak, R.,
Landi, N. Rueckl, J.,G., Constable, R.T., Seidenberg,
M., Fullbright, R., Katz, L., & Mencl, W.E. (2008).
Effects of stimulus difficulty and repetition on printed
word identification: An fMRI comparison of non-impaired
and reading disabled adolescent cohorts. Journal of
Cognitive Neuroscience, 20, 1146- 1160.
Frost, S. J., Sandak, R., Mencl, W. E.,
Landi, N., Moore, D., Della Porta, G., Rueckl, J. G., Katz,
L., & Pugh, K. R. (2008). Neurobiological and behavioral
studies of skilled and impaired word reading. In E.
Grigorenko & A. Naples (Eds.), Single-Word Reading:
Biological and Behavioral Perspectives. Mahwah: Erlbaum.
Landi, N. & Perfetti, C.A. (2007).
An electrophysiological investigation of semantic and
phonological processing in skilled and less skilled
comprehenders. Brain and Language, 102, 30-45.
Landi, N., Perfetti, C.A., Bolger,
D.J., Dunlap, S. & Foorman, B.R. (2006). The role of
discourse context in developing word representations: A
paradoxical relation between reading and learning.
Journal of Experimental Child Psychology, 94, 114-133.
Perfetti, C.A., Landi, N., & Oakhill,
J.V. (2005). The acquisition of reading comprehension skill.
In M.J. Snowling & C. Hume (Eds.), The Science of Reading:
Handbook of Reading Research. Oxford: Blackwell.
Nicole Landi's C.V. [.pdf]
April 2009 |
