Much of what defines learning is invisible.

The processes that enable a child to recognize words, decode meaning, and comprehend text occur within complex neural networks that cannot be observed directly. For decades, these processes were inferred from behavior alone.

Advances in neuroimaging have changed this.

My research has focused on making the invisible visible—mapping the neural systems that underlie reading. By examining how connections between brain regions develop, we gain insight into the mechanisms that support literacy.

These insights reveal that reading is not a single skill, but a coordinated interaction of multiple systems. Visual processing, language comprehension, and memory all contribute to the final outcome.

When one component develops differently, the entire system adapts. This is particularly evident in dyslexia, where differences in connectivity influence how information is processed.

Understanding these invisible foundations allows us to design interventions that target specific neural pathways, rather than applying generalized solutions.

This recognition highlights the importance of uncovering what cannot be seen, and using that knowledge to inform practice.