Painting a new picture of how we learn to read

The research of Tami Katzir, an assistant professor at Harvard’s Graduate School of Education, centers on reading development and reading breakdown. Her interests revolve around three connected areas: The first represents an effort to link different developmental perspectives on the breakdown of written language. The second attempts to connect converging lines of research from brain-imaging studies of reading to comparisons of cognitive profiles of children with reading disabilities in different languages. She is also committed to research that directly bridges the theoretical and the applied: for example, the application of brain-based theories of dyslexia in the design of intervention for reading-impaired children. Taken together, this work incorporates a multi-dimensional approach to the investigation of the underlying causes and manifestations of dyslexia and to its prediction and intervention.