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.

Manning, B. L., ^Harpole, A., ^Harriott, E., ^Postolowicz, K., & Norton, E. S. (accepted, preprint available). Taking language samples home: Feasibility, reliability and validity of child language samples conducted remotely with video chat versus in-person. Journal of Speech, Language, and Hearing Research.

McWeeny, S., & Norton, E. S. (2020). Understanding event related potentials (ERPs) in clinical and basic and language and communication disorders research: a tutorial. International Journal of Language and Communication Disorders, 55(4), 445-457. https://doi.org/10.1111/1460-6984.12535

Manning, B. L., Roberts, M. Y., Estabrook, R., Petitclerc, A., Burns, J., Briggs-Gowan, M., Wakschlag, L. S., & Norton, E. S. (2019). Relations between toddler expressive language and temper tantrums in a community sample. Journal of Applied Developmental Psychology, 65, 101070. https://doi.org/10.1016/j.appdev.2019.101070

Nayar, K., McKinney, W., Hogan, A., Martin, G., La Valle, C., Sharp, K., Berry-Kravis, E., Norton, E. S., Gordon, P., & Losh, M. (2019). Language processing skills linked to FMR1 variation: A study of gaze-language coordination during rapid automatized naming among women with the FMR1 premutation. PLoS One,14(7), e0219924https://doi.org/10.1371/journal.pone.0219924

Centanni, T.M.*, Norton, E. S.*, Park, A., Beach, S. D., Halverson, K., Gaab, N., & Gabrieli, J.D. (2019). Disrupted left fusiform response to print in kindergartners is associated with subsequent reading impairment. NeuroImage: Clinical, 22, 101715.  https://doi.org/10.1016/j.nicl.2019.101715 (*Co-first authors).

Wakschlag, L. S., Roberts, M. Y., Norton, E. S.,Marino, B. S., Losh, M., Mittal, V., Allen, B., Ferrie, J., Flynn, R., & Davis, M. (2019). Future directions for earlier identification and prevention of mental health problems: Aligning developmental clinical and population science towards a healthier, earlier roadmap. Journal of Clinical Child and Adolescent Psychology, 48(3), 539-554https://doi.org/10.1080/15374416.2018.1561296

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. (2018). Links between looking and speaking in autism and first-degree relatives: Insights into the expression of genetic liability to autism. Molecular Autism, 9, 51. https://doi.org/10.1186/s13229-018-0233-5

Roberts, M. Y., Curtis, P., Estabrook, R., Norton, E. S., Davis, M., Burns, J., Briggs-Gowan, M., Petitclerc, A., & Wakschlag, L. S. (2018). Talking tots and the terrible twos: Generating a developmental understanding of the relationships between early language and disruptive behavior in toddlers. Journal of Developmental & Behavioral Pediatrics, 39(9), 709-714.https://doi.org/10.1097/DBP.0000000000000615

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. (2018). Temporally sensitive neural measures of inhibition in preschool children with varying irritability symptoms. Developmental Psychobiology, 61, 216–227. https://doi.org/10.1002/dev.21792

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.