Go directly to the content

BCBL, Basque Center on Cognition, Brain and Language

Program

Wednesday, October 07 2026.

Day 1

08:00 – 08:45
Registration & Welcome Coffee
08:45 – 09:00
Welcome
09:00 – 10:00
Keynote lecture
Nadine Gaab
The typical and atypical reading brain: How a neurobiological framework of early language and reading development can inform educational practice and policy
10:00 – 11:40
Oral session 1
10:00 – 10:20
Anatomical Boundary in Occipitotemporal Cortex Segregates Frontal Connectivity Routes.
Siwen Wang, Yongning Lei, Pedro M. Paz-Alonso & Garikoitz Lerma-Usabiaga
10:20 – 10:40
The relationship between occipitotemporal sulcal morphology and children’s reading ability: a replication study.
Yifan Yang, Kate Nation & Kate Watkins
10:40 – 11:00
Neuroanatomical Differences in Children with Dyslexia.
Iria Gutierrez-Schieferl, Alison Schug, Ashley Vanmeter & Guinevere Eden
11:00 – 11:20
Auditory Thalamic Predictive Coding Deficits Link to Rapid Automatized Naming of Letters and Numbers in Developmental Dyslexia.
Heidi Järvikylä, Alejandro Tabas & Katharina von Kriegstein
11:20 – 11:40
Striatal activity during contextual word learning is influenced by children’s reading ability .
Nilgoun Bahar, Desislava Arabadhizskya, Hannah Jones, Sonia Singh, Miykael Davis, Jessie Ricketts, Pablo Ripollés & Saloni Krishnan
11:40 – 12:10
Coffee Break
12:10 – 13:30
Invited symposium
Bridging Neurogenetic and Behavioural Research: Possible Implications for Language and Reading Interventions
Chair and introduction: Monica Melby-Lervåg (10 min)
12:20 – 12:40
What can results from studies using children of twin models and familial control methods tell us about interventions?
Monica Melby-Lervåg, Arne Lervåg, Elsje van Bergen, Tonje Amland, German Grande, Hans Fredrik Sunde, Caroline Rowland, Fartein Ask Torvik
12:40 – 13:00
Genetic signal in literacy and educational outcomes across development.
Alexandra Starr, Bruno Sauce & Elsje van Bergen
13:00 – 13:20
What happens in the long run after an early intervention? Example from a large scale RCT.
Arne Lervåg, Åste Hagen, Kristin Rogde and Monica Melby-Lervåg
13:20 – 13:30
Discussion
13:30 – 14:50
Break (Lunch on your own)
14:50 – 15:50
Coffee and Posters Session 1
Automated Individual Subject Functional Parcellation of the Reading Circuitry in the Ventral Occipitotemporal Cortex
Detecting the contribution of V5/MT on reading in children and adolescents with developmental dyslexia
Microstructural Alterations in the Ventral Occipitotemporal Cortex in Developmental Dyslexia: A Quantitative MRI Study
Towards precise and reproducible localization of cortical reading circuits with dense-sampled fMRI
Words and False Fonts modulate pRF estimates in higher-order visual cortex
The Neurobiology of Reading Disabilities: Molecular and Cellular Studies
Behavioral and neurobiological consequences of Dcdc2 deletion across development and adulthood in a DD genetic mouse model
The magnocellular subdivision of the LGN-V5/MT tract is altered in Developmental Dyslexia (DD) dependent on biological sex
Visual field asymmetries in motion perception in developmental dyslexia
The role of the arcuate fasciculus in phonological processing in children with and without dyslexia
Lateral geniculate nucleus responses rely on V5/MT integrity
Functional plasticity of the reading network: Dorsal stream recruitment under perceptual stress in a transparent orthography
Neural pathways for audiovisual integration and their reorganization in dyslexia
Investigating the Interplay of Interhemispheric Connections, Bilingualism, Reading, and Genetics
Prosodic Modulation of Statistical Learning in Developmental Dyslexia: Evidence from EEG and Behaviour
An Integrative Study of Neurophysiological, Cognitive, Linguistic, and Psychosocial Factors in the Early Identification of Dyslexia
Hidden Special Learning Difficulties in Uganda: Educational Inclusion, Misconceptions, and Implications for Reading Development
Caregiver-child interactions and their relationship with language and reading development
PILP, an Early Lexical Identification Test for Italian Children: First Results of a Linguistically Informed Screening
Language Profiles and Early Literacy Outcomes in Children at Risk for Developmental Language Disorder and/or Dyslexia
15 year follow up study of language, reading and non-verbal IQ in adults with DLD
Children’s home screen exposure and early reading development: A longitudinal study
Development of reading-and spelling skills in prematurely born primary school children
Naturalistic assessment of spontaneous speech in Kindergarten and its link to Grade 1 reading skills
Development of inhibitory processes and reading in primary school children
Schooling shapes the brain: neural specialization for words and numbers in early childhood
Beyond Dyslexia: A Screening Questionnaire Capturing Cross-Domain Specific Learning Disorders Profiles in Primary School Children
Does growth in oral language predict early reading and spelling beyond the big three?
Infants’ Sensitivity to Native Vowels: Effects of Familial Dyslexia Risk and Bilingual Exposure
Early neural synchronization in toddlers and preschoolers at familial risk for dyslexia
Time- and pitch-based auditory processing in Cantonese-speaking children with developmental dyslexia
Early correlates of reading development: preliminary findings with ongoing EEG analyses
Neural entrainment to rhythmic speech in adults with developmental dyslexia
Neural Phoneme Processing in Children with and without Dyslexia
Lexical brain responses in 10-year-old children are impaired in dyslexia: an FPVS-EEG study
Linking microsaccades and N400 to predictive sentence reading
ERP correlates of phonological processing in children with typical and atypical reading skills
Altered Intrinsic Oscillatory Patterns in Children with Developmental Dyslexia
Neural tracking of Speech in Pre-Readers and Toddlers at Familial Risk for Dyslexia
15:50 – 17:30
Oral session 2
15:50 – 16:10
Dyslexia in bilinguals: a prisma systematic review.
Irene Balboni, Olga Kepinska, Raphael Berthele & Narly Golestani
16:10 – 16:30
Word reading in English as an additional language for those with and without dyslexia.
Catherine McBride, Marta Lockiewicz & Jennifer Schumaker
16:30 – 16:50
How learning a L2 modulates visuo-attentional skills and decoding strategies in learners with and without dyslexia.
Ilari Venagli
16:50 – 17:10
Literacy enhances multimodal print-speech sensitivity in the higher-level visual cortex.
Agnieszka Dębska & Chotiga Pattamadilok
17:10 – 17:30
Trajectories of non-linguistic audio-visual associative learning in developmental dyslexia.
Aaron Cochrane, Angela Pasqualotto, Daphne Bavelier & Irene Altarelli
17:30 – 18:30
Keynote lecture
Stanislas Dehaene
The quest for the neural code for written words

Thursday, October 08 2026.

Day 2

09:00 – 10:00
Keynote lecture
Michelle Luciano
What has genetics done for reading research lately?
10:00 – 11:20
Invited Symposium
Gene-environment interplay on reading and dyslexia
Chair: Franck Ramus
10:10 – 10:30
From familial risk to causal inference: What family-based designs reveal about reading and dyslexia.
Elsje van Bergen
10:30 – 10:50
Towards a cross-linguistic meta-analysis of gene-environment interplay in reading.
Amaia Carrion-Castillo, Marie Lallier, Franck Ramus, for the GenLang consortium
10:50 – 11:10
Gene-Environmental Interplay in reading development and in Special Educational Needs: evidence from two independent UK cohorts.
Emanuele Esposito, Camille Williams, Sophie von Stumm, Franck Ramus
11:10 – 11:20
Discussion
11:20 – 11:50
Coffee Break
11:50 – 13:10
Oral session 3
11:50 – 12:10
The neural dynamics of phonological processing in developmental dyslexia.
Julia Schwarz, Anastasia Klimovich-Gray, Laura Gwilliams, Marie Lallier & Nicola Molinaro
12:10 – 12:30
Beta oscillations support reading and its improvement in Developmental Dyslexia: a tACS-based intervention.
Giuseppe Di Dona, Denisa Adina Zamfira, Francesco De Benedetto, Chiara Turri, Camilla Venturini, Lisa Venniro, Daniela Perani & Luca Ronconi
12:30 – 12:50
Towards a Brain-Computer Interface (BCI) for improving phonological processing in developmental dyslexia.
Xuanci Zheng, Joao Araujo, Quentin Busson & Usha Goswami
12:50 – 13:10
Infant Neural Responses as Early Predictors of Later Reading Development.
Chiara Cantiani, Marco Borromini, Valentina Riva, Caterina Piazza & Chiara Dondena
13:10 – 14:30
Break (Lunch on your own)
14:30 – 15:30
Coffee and Posters Session 2
Neuro-Affective Integrity in Reading Development and Challenges: An Integrative Framework Connecting Brain-Based and Cognitive-Behavioural Perspectives
Lateralisation Moderates the Contribution of Short-Term Memory to Reading in Early Readers
The processing of dynamic texts in typical and atypical readers
The Contribution of Eye Movements to Auditory Processing Across Reading Abilities
Disentangling pathways to language and literacy in children at familial risk: The role of rise time detection
Comparing Auditory and Visual Processing Abilities in Children At-Risk for Dyslexia Before and After Formal Reading Instruction: A Longitudinal Study
Feasibility and Acceptability of a Prosodic Training Program for Children with Dyslexia
Same Intervention, Different Results: Unpacking Individual Differences in Reading Comprehension Gains
Effects of a flickering light device on reading performance in children with developmental dyslexia
A Use Case for Proprioceptive Intervention in Chaotic Functioning of the Perception-Action Coupling: Developmental Dyslexia
From Decoding to Speech Production in Students with Specific Learning Disabilities
Action video games as an enhancement tool for early literacy skills: Evidence from an ongoing, longitudinal prevention study
Flickering Lens in Children with Developmental Dyslexia and Young Adults with Reading Impairment: Placebo and Active Effects
Supporting Monolingual and Bilingual Children with Reading Comprehension Difficulties: A Pilot Study
From Cognitive Predictors to Intervention: The Role of Visual Attention and Letter Knowledge in Arabic Reading Acquisition
Evaluating the validity of cognitive and reading tests for Russian-speaking adolescents at risk of dyslexia using ROC-curve analysis
Longitudinal study of literacy development across Hiragana, Kanji, and English: I. Early prediction from preschool literacy skills
Longitudinal study of literacy development across Hiragana, Kanji, and English: II. Emergence of difficulties in later-acquired scripts
Statistical Learning of Graphotactic Patterns in Spanish: Evidence from Primary School to University
Cross-language transfer in bilingual children with reading difficulties: effects of a literacy intervention on word reading
Decoding Across Orthographies: Grapheme-Phoneme Processing in Adult Dyslexic Learners of EFL
Dichotic listening reveals distinct hemispheric dominance pathways to strong phonological skills: The role of overall task performance in bilingual pre-readers.
Hearing Word Boundaries: Prosodic Cue Weighting in Dyslexic vs. Neurotypical Listeners
Lost in (French) Sound? Dyslexia and L2 Speech Perception in Basque Bilinguals
Hemispheric lateralisation for speech in Basque-Spanish multilingual children: associations with multilingual experience and literacy
Identification of dyslexia in Learners of French as a second language
How event nominalizations impact reading comprehension in monolingual children with and without dyslexia, and in bilingual children with a migrant background
Cross-linguistic transfer in bilingual spelling: Evidence from Welsh- and English-language literacy interventions
Development of a digital screening tool for the detection of reading difficulties in university students.
Examining the effect of professional development on teachers’ knowledge and self-efficacy for dyslexia evaluation referrals for black students experiencing reading difficulties
Early predictors of grammatical spelling in French: Shared or distinct from lexical spelling? A longitudinal study from kindergarten to second grade.
Children’s Perception of Dyslexia and Developmental Language Disorder (DLD): Impact on Mental Health and Educational Trajectory - Pilot Study
Experiences of students with dyslexia in higher education in Ireland: A mixed-methods study
Visual Span and Reading in Dyslexia: Converging Evidence from Laboratory and Online Measures
Adaptive information sampling through childhood: Eye-tracking evidence from a reading dual-task
The methodological use of the Children’s Communication Checklist 2 (CCC-2) in research
Developing an EEG-Neurofeedback to boost Interhemispheric Connectivity in a Phonological Task
Integrating Eye-Tracking Technology into Reading Assessment and Intervention: Perspectives of Future Speech and Language Therapists
15:30 – 17:10
Oral session 4
15:30 – 15:50
Bounded rationality shapes neurodevelopmental variation.
Samuel Jones
15:50 – 16:10
DLD identification battery reveals dissociable markers of dyslexia and oral language ability in adults.
Gabriel Cler, Iris Mendoza Luna & Noelle Abbott
16:10 – 16:30
Does error monitoring predict future reading skills ? A longitudinal study in French-speaking children.
Matthieu Bignon, Fanny Grisetto, Clémence Roger & Gwendoline Mahé
16:30 – 16:50
Expectancy effects on reading: Placebo-induced modulation of word and pseudoword processing.
Simone Carbone, Sandro Franceschini, Sara Bertoni, Patrick Pluchino, Anna Panzeri, Giovanni Bruno, Martina Mancarella, Giovanna Puccio, Matteo Lulli, Cristiano Termine, Andrea Spoto, Simone Gori & Andrea Facoetti
16:50 – 17:10
Evaluating a Digital Medical Device as an Adjunct to Speech-Language Therapy in Children with Specific Learning Disorder with Reading Deficit : A Randomized Non-Inferiority Trial.
Charline Grossard, Mélanie Descamps, Jean Xavier & David Cohen
17:10 – 18:10
Keynote lecture
Jason Yeatman
Stability and plasticity in the reading circuitry
18:10 – 18:30
Closing remarks
20:30
Conference Dinner
For Conference Dinner Attendees Only

Types of cookies

Cookies for sharing on social networks

We use some social media sharing add-ons, to allow you to share certain pages of our website on social networks. These add-ons set cookies so that you can correctly see how many times a page has been shared.