Word
and object recognition during reading acquisition: MEGevidence
The present study provides evidence that learning to
read isassociated with changes in the way children treat visual configurations.
The present study could highlight associations between brain changes and
reading performance, it does not allow us to infer any causal relationship.
Additional studies where the devel-opmental factors are controlled or kept
constant (i.e., longitudinaldesigns, studies on children with the same age but
different read-ing performances) are highly needed in order to clearly identify
the consequences of reading acquisition.The better the reading performance the
stronger is the involvement of the left language network in response to both
writ-ten words and visual representations of objects. This seems to suggest
that during reading training linguistic information can be better accessed
through visual material.
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