Please click the titles of linked papers to download a PDF file. PDFs are provided as a courtesy for your individual use only.

You can also view Prof. Elizabeth Norton’s profile on Google Scholar or ResearchGate.


Ozernov-Palchik, O., Norton, E. S., Wang, Y.,  Beach, S. D., Zuk, J., Wolf, M., Gabrieli, J. D. E., & Gaab, N. (2018). The relationship between socioeconomic status and white matter structure in pre-reading children: A longitudinal investigation. Human Brain Mapping. https://doi.org/10.1002/hbm.24407

Nayar, K., Gordon, P., Martin, G., Hogan-Brown, A., La Valle, C., McKinney, W., Lee, M., Norton, E. S.,& Losh, M.(in press). Links between looking and speaking in autism and first-degree relatives: Insights into the expression of genetic liability to autism. Molecular Autism.

Deveney, C. M., Briggs-Gowan, M. J., Pagliaccio, D., Estabrook, C. R., Zobel, E., Burns, J. L., Norton, E. S.,Pine, D. S., Brotman, M. A., Leibenluft, E., & Wakschlag, L. S. (in press). Temporally sensitive neural measures of inhibition in preschool children with varying irritability symptoms. Developmental Psychobiology.

Centanni, T.M.*, Norton, E. S.*, Park, A., Beach, S. D., Halverson, K. K., Gaab, N., & Gabrieli, J. D. E. (2018). Letter selectivity in fusiform gyrus predicts letter knowledge and word reading in kindergarten children. Developmental Science, e2658doi: 10.1111/desc.12658 (*Co-first authors)

Ozernov-Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Gabrieli, J. D. E., & Gaab, N. (2017). Early-reading profiles of children at kindergarten and longitudinally: Implications for early screening and theories of reading. Developmental Science, 20(5). doi: 10.1111/desc.12471

Saygin, Z. M., Osher, D., Norton, E. S., Youssoufian, D., Beach, S. D., Feather, J., Gaab, N., Gabrieli, J. D. E., & Kanwisher, N. (2016). Connectivity precedes function in the development of the visual word form area. Nature Neuroscience. doi:10.1038/nn.4354

Vandermosten, M., Hoeft, F., & Norton, E. S. (2016). Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Current Opinion in Behavioral Science, 10, 155-161. (Senior/corresponding author)

Norton, E. S., Beach, S. D., & Gabrieli, J. D. E. (2015). Neurobiology of dyslexia. Current Opinion in Neurobiology, 30, 73-78

Norton, E. S., Black, J. M., Stanley, L. M., Tanaka, H., Gabrieli, J. D. E., Sawyer, C., & Hoeft, F. (2014). Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. Neuropsychologia, 61, 235-246.

Saygin, Z. M.*, Norton, E. S. *, Osher, D., Beach, S. D., Cyr, A. B., Ozernov-Palchik, O., Yendiki, A., Fischl, B., Gaab, N., & Gabrieli, J. D. E. (2013). Tracking the roots of reading ability: White matter volume and integrity correlate with phonological awareness in pre- and early-reading kindergarten children. The Journal of Neuroscience, 33(33), 13251-13258. (*Co-first authors)

Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452.

Gabrieli, J. D. E. & Norton, E. S. (2012). Reading abilities: Importance of visual-spatial attention. Current Biology, 22(9), R298-299.

Kovelman, I., Norton, E. S., Gaab, N., Christodoulou, J., Triantafyllou, C., Lieberman, D. A., Lymberis, J., Wolf, M., Whitfield-Gabrieli, S., & Gabrieli, J. D. E. (2011). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cerebral Cortex, 22(4), 754-764.

Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., Lovett, M., & Morris, R. (2009). The RAVE-O intervention: Connecting neuroscience to the classroom. Mind, Brain, and Education, 3(2), 84-93.

Norton, E. S., Kovelman, I., & Petitto, L. A. (2007). Are there separate neural systems for spelling? New insights into the role of rules and memory in spelling from fMRI. Mind, Brain, and Education, 1(1), 48-59.