How Learning to Read Changes the Cortical Networks for Vision and Language

Abstract

Reading, Writing, and Face Recognition Reading, not to mention writing and texting, is a relatively recent invention, and hence it is believed that a preliterate brain must adapt on the fly, so to speak, in learning how to process written words, rather than being able to rely upon evolutionarily ancient modifications of the visual system pathways. Dehaene et al. (p. 1359 , published online 11 November) examined the neural response to a range of visual stimuli in three groups: illiterate adults, adults who learned to read as children, and adults who learned to read as adults. Reading induced a greater facility in processing horizontally oriented stimuli at early stages in the visual pathway and was also associated with the appearance of an area specialized for words. This gain of function appeared to occur at a cost—the area in the temporal cortex devoted to face processing shrank.