Receiving recognition from the National Academy of Sciences is both humbling and energizing. My journey in cognitive neuroscience has always been guided by one central question: how does the brain learn to read, and why does this process vary so much from one individual to another?

Reading is not an innate human ability—it is something the brain must build by repurposing existing neural systems. Through neuroimaging technologies, my research has focused on mapping how these systems develop over time, especially during childhood. We have observed how specific brain pathways strengthen, adapt, and sometimes struggle to support literacy.

These insights are especially important when we consider learners who face challenges such as dyslexia. Rather than viewing such conditions as limitations, neuroscience allows us to see them as differences in brain organization—differences that can be understood, supported, and addressed through targeted interventions.

What makes this work meaningful is its real-world application. By translating laboratory findings into educational strategies, we can equip teachers, parents, and policymakers with tools that genuinely improve learning outcomes.

This award is not a conclusion—it is a reminder that the work ahead is just as important as the work behind.