We study how white-matter and functional networks support the development and maintenance of skilled reading. To do this, we use several neuroimaging and psychophysiological methods, including functional near-infrared spectroscopy (fNIRS), diffusion tensor imaging (DTI) along with structural and functional MRI. We aim to map the brain regions and their pathways that link visual, auditory, and language systems. Our work explores how these pathways mature and reorganize as readers progress from early decoding to fluent comprehension, providing insight into how the brain becomes “wired” for reading.

Reading is not a purely visual act; it recruits auditory, motor, and somatosensory systems in complex ways. We investigate how articulatory and sensory feedback mechanisms contribute to reading and how disrupting or enhancing these signals changes neural processing. Through experiments that manipulate somatosensory input or auditory feedback, we explore how multiple sensory systems collaborate to support fluent reading and how this integration is altered in individuals with communication or hearing impairments.

We examine how disruptions in the reading network manifest in behavioural and neural differences, and how these challenges impact daily life. Our research connects the neuroscience of reading impairment with questions of remediation, self-efficacy, and well-being. By studying both the mechanisms and lived experience of reading difficulties, we aim to inform targeted interventions that promote literacy and participation across diverse populations.

Our work also focuses on how the reading system adapts under changing demands. We study how cognitive load, sensory perturbations, or task complexity influence the reliance on different neural systems. This line of research highlights the flexibility of the reading brain — showing that literacy is not a static skill but a dynamic process shaped by context, experience, and the interaction of multiple cognitive systems.