Cognitive Neuroscience of Reading and Math

Wang, K., Banich, M.T., Reineberg, A.E., Leopold, D.R., Willcutt, E.G., Cutting, L.E., Del Tufo, S.N., Thompson, L.A., Opfer, J., Kanayet, F.J., Lu, Z.L. & Petrill, S.A. (2020). Left posterior and inferior prefrontal contributions to domain-general executive processes needed for both reading and math in late adolescents. Journal of Neuropsychology, 14(3), 467-495.

Aboud, K., Bailey, S.K., Del Tufo, S., Barquero, L., & Cutting, L.E. (2019). Fairy Tales versus Facts: Genre matters to the developing brain. Cerebral Cortex, 29(11), 4877-4888.

Del Tufo, S.N., Earle, S., & Cutting, L.E. (2019). The impact of expressive language development and the left inferior longitudinal fasciculus on listening and reading comprehension. Journal of Neurodevelopmental Disorders, 11, 37.

Wang, K., Reineberg, A., Leopold, D., Willcutt, E., Kanayet, F., Opfer, J., Cutting, L.E., Thompson, L., Banich, M., Del Tufo, S., Petrill, S., Lu, Z. (2019). Characterizing and decomposing the neural correlates of individual reading ability among adolescents with task-based fMRI. Developmental Cognitive Neuroscience, 37,100647.

Bailey, S.K., Aboud, K.S., Nguyen, T.Q., & Cutting, L.E. (2018). Applying a network framework to the neurobiology of reading and dyslexia. Journal of Neurodevelopmental Disorders, 10:37.

Price, G. R., Yeo, D. J., Wilkey, E. D., & Cutting, L. E. (2018). Prospective relations between resting-state connectivity of parietal subdivisions and arithmetic competence. Developmental Cognitive Neuroscience, DOI:

Smadar, P., Farris, E., Black, J., Hancock, R., Gabrieli, J., Cutting, L.E., & Hoeft, F. (2018). Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PloS One, 13(6), e0198791.

Wilkey, E. D., Cutting, L. E., & Price, G. R. (2017). Neuroanatomical correlates of performance in a state-wide test of math achievement.  Developmental Science, 21 (2), DOI:

Aboud, K., Bailey, S., Petrill, S., & Cutting, L.E. (2016). Comprehending text versus reading words in young readers with varying reading ability: Distinct patterns of functional connectivity from common processing hubs. Developmental Science. 19(4), 632-656.

Price, G.R., Wilkey, E.D., Yeo, D.J., & Cutting, L.E. (2016). The Relation between 1st Grade Grey Matter Volume and 2nd Grade Math Competence. Neuroimage, 124, 232-7.

Fan, Q., Anderson, A., Davis, N., & Cutting, L.E. (2014). Structural connectivity patterns associated with the putative visual word form area and children׳s reading ability. Brain Research, 1586, 118-29.

Fan, Q., Davis, N., Anderson, A., & Cutting, L.E. (2014). Thalamo-Cortical Connectivity: What Can Diffusion Tractography Tell Us about Reading Difficulties in Children? Brain Connectivity, 4(6), 428-439.

Barquero, L.A., Davis, N., & Cutting, L.E. (2014). Neuroimaging of Reading Intervention: A Systematic Review and Activation Likelihood Estimate Meta-Analysis. PLOS ONE, 9(1), DOI: 10.1371/journal.pone.0083668.

Swett, K., Miller, A.C., Burns, S., Hoeft, F., Davis, N., Petrill, S.A., Cutting, L.E. (2013). Comprehending expository texts: The dynamic neurobiological correlates of building a coherent text representation. Frontiers in Human Neuroscience, 1-14. PMCID: PMC3860184.

Cutting, L.E., Clements-Stephens, A., Pugh, K.R., Burns, S., Cao, A., Pekar, J., Davis, N., & Rimrodt, S.L. (2013). Not All Reading Disabilities are Dyslexia: Distinct Neurobiology of Specific Comprehension Deficits. Brain Connectivity, 3, 199-213.

Cutting, L.E., Clements, A.M., Courtney, S., Rimrodt, S., Schafer, J., Bisesi, J., Pekar, J.J., & Pugh, K.R. (2006). Differential components of sentence comprehension: Beyond single word reading and memory. Neuroimage, 29(2), 429-38.  DOI: 10.1016/j.neuroimage.2005.07.057.


Reading Comprehension and Development

Nguyen, T., Del Tufo, S.N., & Cutting, L.E. (2020). Readers recruit executive functions to self-correct miscues during oral reading fluency. Scientific Studies of Reading, 24, 6. 462-483.

Nguyen, T., Del Tufo, S.N., Saha, N., Pickren, S. & Cutting, L.E. (2020). Executive functions and components of oral reading fluency through the lens of text complexity. Reading and Writing: An Interdisciplinary Journal, 33, 1037–1073.

Spencer, M., Richmond, M., & Cutting, L.E. (2020). Considering the role of executive function in reading comprehension: A structural equation modeling approach. Scientific Studies of Reading, 24, 3, 179-199.

Wu, Y., Barquero, L.A., Pickren, S., Taboada-Barber, A.M., & Cutting, L.E. (2020). The relation between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4. Learning and Individual Differences, 80.

Spencer, M. & Cutting, L.E. (2020) Relations among executive function, decoding, and reading comprehension: An investigation of sex differences. Discourse Processes.

Haft, S., Caballero, J.N., Tanaka, H., Zekelman, L., Cutting, L.E., Uchikoshi, Y., Hoeft, F. (2019). Direct and indirect contributions of executive function to word decoding and reading comprehension in kindergarten. Learning and Individual Differences, 76.

Spencer, M., Sefcik, A., Gilmore, A., Miller, A., Saha, N. & Cutting, L.E. (2019). Understanding the influence of text complexity and question type on reading outcomes. Reading and Writing: An Interdisciplinary Journal, 32, 603-637.

Landi, N. & Cutting, L. E. (2017). Global Approaches to Early Learning Research and Practice: Integrative Commentary. New Directions for Child and Adolescent Development, 2017 (158), 105-114. DOI:

Miller, A.C., Davis, N., Gilbert, J.K., Cho, S.J., Toste, J.R., Street, J., & Cutting, L.E. (2014). Novel approaches to examine passage, student, and question effects on reading comprehension. Learning Disabilities Research and Practice, 29(1), 25-36.

Eason, S. H., Goldberg, L. F., Young, K. M., Geist, M. C., Cutting, L. E. (2012). Reader-text interactions: How differential text and question types influence cognitive skills needed for reading comprehension. Journal of Educational Psychology, 104(3), 515-528.

Cutting L.E., Scarborough H.S. (2006). Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured. Scientific Studies of Reading, 10(3), 277-299.


Dyslexia and Reading Intervention

Saha, N., Del Tufo, S., Bailey, S. & Cutting, L.E. (2020). Initial validation of a measure of decoding difficulty as a unique predictor of miscues and passage reading fluency. Reading & Writing: An Interdisciplinary Journal

Saha, N. & Cutting, L.E. (2019). Exploring the use of network meta-analysis in education: Examining the correlation between ORF and text complexity measures. Annals of Dyslexia, 69, 335-354.

Aboud, K. S., Barquero, L. A., & Cutting, L. E. (2018). Prefrontal mediation of the reading network predicts intervention response in dyslexia. Cortex, 101, 96-106. DOI:

Bailey, S., Aboud, K., Hoeft, F., & Cutting, L.E. (2016). Anomalous Gray Matter Patterns in Specific Reading Comprehension Deficits are Independent of Dyslexia. Annals of Dyslexia, 66, 256-274.

Barquero, L.A., Davis, N., & Cutting, L.E. (2014). Neuroimaging of Reading Intervention: A Systematic Review and Activation Likelihood Estimate Meta-Analysis. PLOS ONE, DOI: 10.1371/journal.pone.0083668.

Cutting, L.E., Clements-Stephens, A., Pugh, K.R., Burns, S., Cao, A., Pekar, J., Davis, N., & Rimrodt, S.L. (2013). Not All Reading Disabilities are Dyslexia: Distinct Neurobiology of Specific Comprehension Deficits. Brain Connectivity, 3 (2), 199-213.

Scarborough, H. S., Sabatini, J. P., Shore, J., Cutting, L. E., Pugh, K. R., & Katz, L. (2013). Meaningful gains by adult literacy learners. Reading and Writing: An Interdisciplinary Journal, 26, 593-613.

Rimrodt, S.L. Clements-Stephens, A.M. Pugh, K.R. Courtney, S.M. Gaur, P. Pekar, J.J. Cutting, L.E. (2009). Functional MRI of Sentence Comprehension in Children with Dyslexia: Beyond Word Recognition. Cerebral Cortex; 19 (2): 402-413. doi: 10.1093/cercor/bhn092


Neuroimaging Methods and Brain Development

Whitfield-Gabrieli, S., Wendelken, C., Castañón, A.N., Bailey, S.K., Anteraper, S.A., Lee, Y.J., Chai X., Dina R. Hirshfeld-Becker, D.R., Biederman, J., Cutting, L.E., Bunge, S.A. (2020). Association between intrinsic brain architecture and the developmental trajectory of attentional and mood symptoms. JAMA Psychiatry, 77( 4), 378-386.

Aboud, K., Huo, Y., Hakmook, K., Ealey, A., Resnick, S.M., Landman, B.A., & Cutting, L.E. (2019). Structural covariance across the lifespan: Brain development and aging through the lens of inter-network relationships. Human Brain Mapping. 40(1), 125-136.

Ding, Z., Huang, Y., Bailey, S. K., Gao, Y., Cutting, L. E., Rogers, B. P., Newton, A. T., & Gore, J. C. (2017). Detection of synchronous brain activity in white matter tracts at rest and under functional loading. PNAS, 115 (3), 595-600. DOI:

Wendelken, C., Ferrer, E., Ghetti, S., Bailey, S. K., Cutting, L., & Bunge, S. A. (2017). Frontoparietal Structural Connectivity in Childhood Predicts Development of Functional Connectivity and Reasoning Ability: A Large-Scale Longitudinal Investigation. Journal of Neuroscience, 37 (25), 8549 – 8558. DOI:

Wu, X., Yang, Z., Bailey, S. K., Zhou, J., Cutting, L. E., Gore, J. C., & Ding, Z. (2017). Functional connectivity and activity of white matter in somatosensory pathways under tactile stimulations. NeuroImage, 152, 371 – 380. DOI:

Bermudez, C., Huo, T., Plassard, A., Aboud, K. E., Cutting, L., & Landman, B. (2017). Prediction of chronological age from hierarchical brain volumes using a random forest progression can provide a personalized lifetime metric of aging (P6.078). Neurology, 88 (16 Supplement).

Huo Y., Aboud K., Kang H., Cutting L.E., Landman B.A. (2016) Mapping Lifetime Brain Volumetry with Covariate-Adjusted Restricted Cubic Spline Regression from Cross-Sectional Multi-site MRI. In: Ourselin S., Joskowicz L., Sabuncu M., Unal G., Wells W. (eds) Medical Image Computing and Computer-Assisted Intervention – MICCAI 2016. MICCAI 2016. Lecture Notes in Computer Science, vol 9900. Springer, Cham.

Ding, Z., Xu, R., Bailey, S.K., Wu, T., Morgan, V.L., Cutting, L.E., Anderson, A.W., & Gore, J.C. (2016). Visualizing Functional Pathways in the Human Brain Using Correlation Tensors and Magnetic Resonance Imaging. Magnetic Resonance Imaging, 34(1), 8-17. PMCID: PMC4714593.


Behavioral Genetics

Soden, B., Christopher, M. E., Hulslander, J., Olson, R. K., Cutting, L., Keenan, J. M., Thompson, L. A., Wadsworth, S. J., Willcutt, E. G., & Petrill, S. A. (2015). Longitudinal stability in reading comprehension is largely heritable from grades 1 to 6. PLOSOne. DOI:10.1371/journal.pone.0113807.

Logan, J. A. R., Hart, S. A., Cutting, L., Deater-Deckard, K., Schatschneider, C., Thompson, L. A., & Petrill, S. A. (2013). Genetic and Environmental Etiology of Latent Quadratic Growth in Reading Skills. Child Development, 84(6), 2131-44.

Hart, S.A., Petrill, S.A., Willcutt, E., Thompson, L., Schatschneider, C., Deater-Deckard, K., Cutting, L.E. (2010). Exploring how symptoms of Attention-Deficit/Hyperactivity Disorder are related to reading and mathematics performance: General genes, general environments. Psychological Science, 21(11), 1708-1715.

Petrill, S. A., Hart, S. A., Harlaar, N., Logan, J., Justice, L. M., Schatschneider, C.,  Thompson, L., DeThorne, L. S., Deater-Deckard, K., & Cutting, L. E. (2010). Genetic and environmental influences on the growth of early reading skills. Journal of Child Psychology and Psychiatry, 51, 660-7.


Neurofibromatosis Type 1 (NF-1)

Barquero, L., Sefcik, A., Cutting, L.E., & Rimrodt, S. (2015). Teaching Reading to Children with Neurofibromatosis Type 1: A Clinical Trial with random Assignment to Different Approaches. Developmental Medicine & Child Neurology, 57 (12), 1150-1158.

Acosta, M. T., Bearden, C. E., Castellanos, X. F., Cutting, L., Elgersma, Y., Gioia, G., Gutmann, D. H., Lee, Y. S., Legius, E., Muenke, M., North, K., Parada, L. F., Ratner, N., Hunter-Schaedle, K., Silva, A.J. (2012). The Learning Disabilities Network (LeaDNet): Using neurofibromatosis type 1 (NF1) as a paradigm for translational research. American Journal of Medical Genetics, 158A(9), 2225–2232.

Cutting, L. E. & Levine, T. M. (2010). Cognitive profile of children with Neurofibromatosis and reading disabilities. Child Neuropsychology, 417-32.

Clements-Stephens, A., Rimrodt, S. L., Gaur, P., & Cutting, L. E. (2008). Visuospatial processing in children with Neurofibromatosis Type 1. Neuropsychologia, 46(2), 690-7.