Research in the Language and Literacy Laboratory is focused on phonological, orthographic, and memory processes in language and literacy for both typical and impaired learning. This work is done with an eye toward finding theoretically-motivated ways to improve the diagnosis and treatment of language and reading impairments in children.The lab is directed by Dr. Michelle W. Moore, Associate Professor in the Department of Communication Sciences and Disorders.
Recent research projects have focused on 1) the organization and use of phonological knowledge, and 2) the functional role of the visual word form area (VWFA), a left-hemisphere brain region that is known to be associated with reading and reading impairment. These topics have been studied using basic behavioral, neuroimaging, and neuropsychological experimental techniques.
Opportunities for Students
Be a part of the Language and Literacy Lab team!
If you are a current or prospective undergraduate or graduate student who is interested in working in the Language and Literacy Lab, please contact Dr. Moore.
Interested in pursuing a PhD in child language and literacy disorders? The lab currently has openings for doctoral students. Funding may be available. Please visit the Ph.D Program web page for more information on the program. Because the CSD Department’s PhD program is designed to be a highly individualized experience, please contact Dr. Moore regarding your research experience and interests to help determine if the Language and Literacy Lab would be a good match for you.
Participate in a Research Study
Martin, L., Durisko, C.,
Moore, M. W., Coutanche, M., Chen, D., & Fiez., J. A. (2019). The VWFA is the home of orthographic learning when houses are used as letters. eNeuro,
6(1), e0425-17.2019, 1-13.
Martin, L., Hirshorn, E. A., Durisko, C.,
Moore, M. W., Schwartz, R., Zheng, Y., & Fiez., J. A. (2019). Do adults
acquire a second orthography using their native reading network?
Journal of Neurolinguistics, 50, 120-135.
Moore, M. W. (2018). Consonant age of acquisition effects are robust in
children's nonword repetition performance.
Applied Psycholinguistics, 39(5), 933-959.
Moore, M. W., Fiez, J. A., & Tompkins, C. A. (2017). Consonant age
of acquisition effects in nonword repetition are not articulatory in nature. Journal of Speech, Language, and Hearing Research, 60(11), 3198-3212.
Hirshorn, E. A., Wrencher, A., Durisko, C.,
Moore, M. W.
, & Fiez, J. A. (2016). Fusiform gyrus laterality in writing systems with different
mapping principles: An artificial orthography training study.
Journal of Cognitive Neuroscience, 28
Moore, M. W., Durisko, C., Perfetti, C. A., & Fiez, J. A. (2014).
Learning to read an alphabet of human faces produces left-lateralized training
effects in the fusiform gyrus.
Journal of Cognitive Neuroscience, 26(4), 896-913.
Moore, M. W., Brendel, P. C., & Fiez, J. A. (2014). Reading faces:
Investigating the use of a novel face-based orthography in acquired alexia.
Brain and Language, 129, 7-13.
Moore, M. W., Tompkins, C. A., & Dollaghan, C. A. (2010). Manipulating articulatory demands in nonword repetition: A late-8 nonword repetition task. Clinical Linguistics and Phonetics, 24, 997-1008.