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.

Norton, E. S. (2020). What educators need to know about Rapid Automatized Naming (RAN). Learning Difficulties Australia Bulletin, 52(1), 25-28

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.