Research in the Language and Literacy Laboratory is focused on the processes involved in language and reading. Our work is done with an eye toward understanding childhood language and reading impairments and how to improve the diagnosis and treatment of these impairments. The lab is directed by Dr. Michelle W. Moore, Assistant 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 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
Moore, M. W. (Accepted). Consonant age of acquisition effects are robust in children's nonword repetition performance. Applied Psycholinguistics.
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(6), 882-894.
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.