Brain Signatures of Science Text Comprehension
Our Reading Brain project examines how readers of different ages and reading abilities comprehend scientific texts, and the neurocognitive mechanisms underlying successful comprehension. Our aim is to understand the critical variables, including the interaction between cognitive and linguistic abilities of the reader and knowledge structure of the text, that impact individual differences in reading comprehension. We have collected a large amount of functional and structural MRI, eye tracking, and behavioral data from school-aged monolingual English-speaking children, college-aged monolingual English-speaking adults, and bilingual Chinese-English adults. Check out our video below to see the experimental process with which we collected our data.
Li, P., & Clariana, R. (2018). Reading comprehension in L1 and L2: An integrative approach. Journal of Neurolinguistics. https://doi.org/10.1016/j.jneuroling.2018.03.005
Follmer, J., Fang, S., Clariana, R., Meyer, B., & Li, P (2018). What predicts adult readers’ understanding of STEM texts? Reading and Writing: An Interdisciplinary Journal, 31, 185-214.