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As a Cognitive Neuroscientist and Neuropsychologist, my work integrates research and clinical worlds to aid persons with acquired (from brain damage) or developmental learning deficits. I am working toward understanding how sensory and cognitive systems develop and interact at the neurological level to create normal and abnormal reading processes. As an example, I am examining how the visual system develops and interacts with other brain systems to allow us to perceive, recognise and name objects and words. Both acquired brain injury (e.g. stroke patients with unique reading deficits) and developmental (e.g. children with dyslexia and no obvious brain insult after birth) dyslexic populations participate in this research to help unveil brain regions and systems involved during reading processes, as well as to help us understand how the brain may have developed over time to perform these processes. The application of this work can have several positive impacts upon society, including, educational programming, clinical rehabilitation, and of course general evoluation of the field of neuroscience. This line of research has the potential to not only benefit dyslexic populations, but all kinds of acquired and developmental clinical populations struggling with visual attention/perception, auditory processing, speech perception, and/or phonological processing (e.g. hemifield neglect patients, autistic persons, and a variety of LD groups). I am fortunate to be working toward these ends with people I admire greatly, including (and certainly not limited to): Alec Marantz, Al Galaburda and Siobhan Holowka. Diana Sonnenreich , Heejeong Ko, and Christopher Naylor share their MEG and programming skills toward these ends as well. In addition to using MEG brain imaging techniques here at MIT, functional magnetic resonance imaging (fMRI) is also used to address these research questions, and facilities at Massachusetts General Hospital have been key in allowing us to integrate our MEG data (temporal information) with additional imaging data (spatial information from fMRI). Key Words: brain imaging (MEG, fMRI), dyslexia, reading, visual attention, sensory systems, language, children, adults, developmental, acquired |
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In Progress Journal Articles Cestnick, L. (2003). Neglect dyslexia: bridging the acquired and developmental literature. Cestnick L., Poldrack R., Pare-Blagoev J. et al. (2003). The effects of the FastForward Reading Program on speech perception and reading: an fMRI and behavioural study. Book Cestnick L. (Editor). Dyslexia Research. Nova Science Publishers. Published Journal Articles Galaburda A., Cestnick L. (2003). Developmental Dyslexia (La Dislexia del Desarrollo). Rev Neurol (Revista de Neurologia). Feb.. 36(1): 3-9. Facoetti A, Cestnick L, Lorusso M, Paganoni P, Umilta C, Mascetti G, and Zorzi M (2003) The relationship between visual attention and nonword reading in phonological dyslexia. Neuropsychologia "in press" Knight D., & Cestnick L. (2003). High and low IQ poor readers: remediation comparisons. Reading Research Quarterly. In press. Cestnick L. (2001). Cross-modality temporal processing in phonological dyslexics. Brain and Cognition, 46(3), August, 319-325. Cestnick L., & Jerger J. (2000). Auditory temporal processing and lexical/nonlexical reading in developmental dyslexics. J Am Acad Audiol 11, 501-513. Cestnick L., & Coltheart M. (1999) The relationship between language processing and visual processing in developmental dyslexia. Cognition, July 30, 71(3), 231-255. Cestnick L. (1998). Lyme disease in Australia. Australian and New Zealand Journal of Public Health, Editorial, 22(5), 524. Cestnick L. (1998). Surface dyslexia and other interesting reading patterns: new challenges for theorists. Brain and Language, Special Edition, 37(1), 193-196. Cestnick L. (1998). Does surface dyslexia exist: the answer lies in statistical methods. Brain and Language, Special Edition, 37(1), 190-193. Cestnick L. (1995). Motivation, autonomy and romanticism: educating our children toward societal awareness and development. Kappan. Award winning paper for contributions to Ontario Education Cestnick L. (1999). Vision, audition and dyslexia. Doctoral Dissertation, Macquarie University, Australia. Cestnick L. (1995). Improving discourse reading comprehension of adults with brain injuries. Masters Dissertation, Brock University, Canada. Published Abstracts: Cestnick L., Holowka S., Marantz A., & Galaburda A. (2003). The Neurobiology of Visual Attention. Society for Neuroscience Conference, New Orleans (November 2003). "tba". Holowka S., Cestnick L., Marantz A., & Galaburda A. (2003). The Neurobiology of Speech Perception in Developmental Dyslexics: an MEG study. Society for Neuroscience Conference, New Orleans (November 2003). "tba" Pare-Blagoev J., Cestnick L., Rose T., Clark J., Misra M., Katzir-Cohen, Hook P., Jones S., Galaburda A., Marantz A., & Poldrack R. (200). The neural basis of phonological awareness in normal reading children examined using fMRI. Cognitive Neuroscience Society Conference, San Francisco. Cestnick, L. (2002). Multimodal temporal processing in developmental phonological dyslexics. Cognitive Neuroscience Society Conference, San Francisco. Cestnick, L., Coltheart, M. (1998). Auditory temporal processing and lexical/nonlexical reading in developmental dyslexics. Psychonomics. Texas. Coltheart, M, Dufty, D., Cestnick, L., and Bates, T. (1998) The Dual Route Model, Learning to Read, & Developmental Dyslexia. Psychonomics. Texas. Coltheart, M, Dufty, D., Cestnick, L., and Bates, T. (1998) The Dual Route Model, Learning to Read, & Developmental Dyslexia Experimental Psychology Conference, Hobart, Tasmania, Australia April 24-26. Knight, D., Cestnick, L. (1997). High and low IQ poor readers: remediation comparisons. Sydney Postgraduate Conference. Sydney University, Australia. Cestnick, L. (1997). Does developmental surface dyslexia exist: the answer lies in statistical methods. Tennet. Montreal. Cestnick, L. (1997). Surface dyslexia and other interesting reading patterns. Tennet. Montreal. Cestnick, L., Wagner J. (1996). Art of the chart: improving discourse reading comprehension of adults with brain injuries. International Congress of Psychology. Montreal Cestnick, L. (1996). Diagnosing developmental dyslexics. Tennet. Montreal Cestnick, L. (1996). Discourse reading comprehension in adults with brain injuries. Sydney Postgraduate Conference. Sydney University, Australia. Cestnick, L., Wagner, J. (1995). Learning tools for adults with severe learning deficits. International Congress of Psychology (Education Chapter). Montreal
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