Publications

Horowitz-Kraus T. J Child Dev Disord. 2017, 3:12. doi: 10.4172/2472-1786.100050 The Orton-Gillingham reading-intervention program (OG) is widely used for children with Reading Difficulties (RD). However, few studies have been performed to evaluate the effectiveness of the OG. Here, we examined the effects of the OG on oral and silent reading in

Horowitz-Kraus, T., Holland, S. K., Versace, A. L., Kowatch, R., Bertocci, M. A., Bebko, G., et al. (2017). Neuroimage:Clinical, 15, 732-740. https://doi.org/10.1016/j.nicl.2017.06.020. . Mood disorders and behavioral are broad psychiatric diagnostic categories that have different symptoms and neurobiological mechanisms, but share some neurocognitive similarities, one of which is an elevated risk for

Huttonc, J., Phelan, K., Horowitz-Kraus, T., Dudley, J., Altaye, M., Dewitt, T., Holland, S. (2017). PLOSONE. https://doi.org/10.1371/journal.pone.0177398 . Expanding behavioral and neurobiological evidence affirms benefits of shared (especially parent-child) reading on cognitive development during early childhood. However, the majority of this evidence involves factors under caregiver control, the influence of those intrinsic to the child, such

Horowitz-Kraus, T. (2017). Annals of Dyslexia, 67(3), 281-298. 10.1007/s11881-017-0144-8 . Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between

Horowitz-Kraus, T., Hajinazariana, A., Farahc, R., Schmithorst, V.J., & Holland, S. K. (2017). Journal of Child and Adolescence Behavior, 5: 328. doi: 10.4172/2375-4494.1000328 . Objectives: Although the Default Mode Network (DMN) has been examined extensively in adults, developmental characteristics of this network during childhood are not fully understood. Methods: In this longitudinal study, we characterized the

Horowitz-Kraus, T., DiFrancesco M., & Vannest, J. (2017). Neuropediatric, 48(01): 019-029. doi: 10.1055/s-0036-1593531. . Story listening in children relies on brain regions supporting speech perception, auditory word recognition, syntax, semantics, and discourse abilities, along with the ability to attend and process information (part of executive functions). Speed-of-processing is an early-developed executive function.

Horowitz-Kraus, T. (2016). Dyslexia, 216, 173-189. doi: 10.1002/dys.1523 The error‐detection mechanism aids in preventing error repetition during a given task. Electroencephalography demonstrates that error detection involves two event‐related potential components: error‐related and correct‐response negativities (ERN and CRN, respectively). Dyslexia is characterized by slow, inaccurate reading. In particular, individuals with dyslexia have a

Horowitz-Krausf, T., Bucka, C., & Dorrmanne, D. (2016). Annals of Dyslexia, 216, 301-318. . Narrative comprehension is a linguistic ability that is foundational for future reading ability. The aim of the current study was to examine the neural circuitry of children with reading difficulties (RD) compared to typical readers during a narrative-comprehension

Horowitz-Kraus, T. (2016). Journal of Attention Disorders, 1-14. doi: 10.1177/1087054713488440. . Objectives: ADHD and reading disability (RD) are distinct disorders that often appear together. Individuals with both disorders are currently diagnosed based on questionnaires/behavioral performance. The present study aimed to determine whether ADHD alone differs from ADHD with RD in error monitoring, which

Horowitz-Kraus, T., Farahc, R., Hajinazariana, A., Vannest, J., & Holland, S. K. (2015). Brain Research, 1629, 54-62. 10.1016/j.brainres.2015.10.008 . Objective: To investigate whether high performance on college preparedness tests at 18 years of age can be predicted from brain activation patterns during narrative comprehension at 5–7 years of age. Methods: In this longitudinal study, functional MRI data

Horowitz-Kraus, T. (2015). Brain Disorders and Therapy Horowitz-Kraus, T. (2015). Brain Disorders and Therapy

Horowitz-Kraus, T., & Holland, S. K. (2015). Annals of Dyslexia, 65(1), 1-23. doi:10.1007/s11881-015-0096-9 The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this

Huttonc, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2015). Pediatrics, 136(3), 1-15. doi: 10.1542/peds.2015-0359 . Background and Objectives: Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. While parent-child reading has been shown in behavioral

Horowitz-Kraus, T. (2015). Trends in Neuroscience and Education, 4(3), 77-86. doi: http://dx.doi.org/10.1016/j.tine.2015.06.002 . The Reading Acceleration Program (RAP) increases reading speed and executive functioning in the linguistic domain in both children with reading disability and typical readers. We tested the effect of the RAP training on executive functions in non-linguistic domains in

Horowitz-Kraus, T., DiFrancesco, M., Kayd, B., Wangd, Y., & Holland, S. K. (2015). Neuroimage Clinical, 8, 619-630. doi: http://dx.doi.org/10.1016 The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing,

Horowitz-Kraus, T. (2015). Journal of Attention Disorders, 1-12. doi: 10.1177/1087054713502079 . The comorbidity of ADHD and reading difficulties (ADHD + RD) is believed to be a disability distinct from ADHD alone, with unique challenges faced by individuals suffering from one disability versus the other. We aimed to examine the differential effect of 8 weeks

Horowitz-Krausf, T., Toro-Sereye, C., & DiFrancesco, M. (2015). PLOSE ONE. 10(7):e0133762, doi:10.1371/journal.pone.0133762 . Dyslexia, or reading difficulty, is characterized by slow, inaccurate reading accompanied by executive dysfunction. Reading training using the Reading Acceleration Program improves reading and executive functions in both children with dyslexia and typical readers. This improvement is associated

Berman a, S., Cicchino, N., Hajinazariana, A., Meschera, M., Holland, S. K., & Horowitz-Krausf, T. (2014). Journal of Young Investigators, 26, 1-4. http://www.jyi.org/issue/an-fmri-study-of-a-dyslexia-biomarker/ Dyslexia is a reading disorder that is characterized by slow and inaccurate reading. It affects a significant portion of school age children, who have a higher likelihood for poorer academic performance and lowered self-esteem

Horowitz-Kraus, T., Wangd, Y.Y., Plante, E., & Holland, S. K. (2014). Brain Research, 1582, 34–44. doi: 10.1016/j.brainres.2014.05.034 . Behavioral and neuropsychological studies have suggested that the right hemisphere has a special advantage in the visual recognition of logograms. While this long-standing ‘right hemisphere hypothesis’ has never been investigated systematically by previous neuroimaging studies, a candidate neural substrate of

Horowitz-Kraus, T., Cicchinoe, N., Amiele, M., Holland, S. K., & Breznitz, Z. (2014). Annals of Dyslexia, 64 (3), 183-201. doi:10.1007/s11881-014-0093-4 . A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting