haskins logo
Leonard Katz
Len Katz

Dept. of Psychology
University of Connecticut
406 Babbidge Road Storrs, CT 06269-1020


Haskins Phone: (203) 865-6163, x268
Yale Phone: (203) 764-9353
Haskins Fax: (203) 865-8963

Regular Day at Haskins: Thursday

Senior Scientist, Haskins Laboratories
Professor Emeritus, Department of Psychology, University of Connecticut

EDUCATION
B.S. 1959 University of Massachusetts/Amherst
Ph.D.1963 University of Massachusetts/Amherst

EXPERIENCE

1963-65 Post-Doctoral Fellow, Institute for Mathematical Studies in the Social                 Sciences, Stanford University

1965  Assistant Professor, University of Connecticut
1968  Associate Professor, University of Connecticut
1971  Sabbatical leave, Sussex University, England
1974- Professor, University of Connecticut
1977- Research Scientist, Reading Research Group, Haskins Laboratories and            Yale University
1979  Sabbatical leave, Sussex University, England
1986  Fulbright Fellow, University of Belgrade, Yugoslavia
1987- 2000 Investigator, Dyslexia Research Group, Department of Pediatrics,            Yale Medical School

1993-2003 Statistical consultant, Connecticut Department of Mental Health   

               and Addiction Services

1994  Sabbatical leave, Max Planck Institute for Psycholinguistics, Nijmegen,

            The Netherlands

1994  Visiting Research Fellow, Bogazici University, Istanbul, Turkey

1998-2005 Statistical consultant, Department of Psychiatry, Mount Sinai

           School of Medicine, New York

2006 Professor Emeritus

2010 Member of International Committee of Project Evaluation for Reading

         Research, InstitutoABCD, Sao Paulo, Brazil
2012-Editorial Advisor, Reading Psychology

2012-Editorial Advisor, Annals of Dyslexia

2014-2016 Board member, Haskins Laboratories

 

PROFESSIONAL SOCIETIES
American Psychological Society (Fellow)
American Association for the Advancement of Science (Fellow)
Psychonomic Society
Society for the Scientific Study of Reading

FIELDS OF SPECIALIZATION
Cognitive Psychology
Experimental design and analysis

RESEARCH INTERESTS: Cognition of reading; Brain function in reading; Cross-language reading

PUBLICATIONS
Katz, L. (1962). Monetary incentive and range of payoffs as determiners of risk taking. Journal of Experimental Psychology, 541-544.

Katz, L., & Myers, J. L. (1962). Range of payoffs and feedback in risk-taking. Psychological Reports, 10, 483-486.

Katz, L., Myers, J. L., Fort, J. G., & Suydam, B. M. M. (1963). Differential monetary  gains and losses and event probability in a two-choice situation. Journal of Experimental Psychology, 66, 521-522.

Katz, L. (1964). The effects or differential gain and loss on two-choice sequential behavior. Journal of Experimental Psychology, 68, 254-349.

Katz, L. (1966). Amount of reward and relative frequency of amount of reward in paired-associated learning. Canadian Journal of Psychology, 20, 136-142.

Katz, L. (1966). A technique for the study of steady-state short-term memory. Psychonomic Science, 4, 361-362.

Katz, L. (1966). On reporting creative solutions. Boston Blue Pencil, 6, number 7.

Katz, L. (1968). The limited-capacity hypothesis: Effects of sequence length and instructions in free recall. Journal of Verbal Learning and Verbal Behavior, 7, 942-944.

Katz, L. (1969). Motivation and retrieval in short-term free recall. Journal of Experimental Psychology, 79, 580-581.

Katz, L. (1970). A comparison of type II operating characteristics derived from latencies and from rating scales. Perception & Psychophysics, 8, 65-68.

Rohner, R., & Katz, L. (1970). Testing for validity and reliability in cross-cultural research. American Anthropologist, 72, 1068-1073.

Weeks, R., & Katz, L. (1970). Similarity in short-term recall: A comparison of type II operating characteristics and percent recalled. Psychonomic Science, 20, 232-233.

Katz, L., & Wicklund, D. A. (1971). Word scanning rate for good and poor readers. Journal of Educational Psychology, 62, 138-140.

Novik, N., & Katz, L. (1971). High speed visual scanning of words and nonwords. Journal of Experimental Psychology, 91, 350-353.

Turvey, M. T., Mosher, D. L, & Katz, L. (1971). Subsequent recognition of items subjected to proactive interference in short-term memory. Psychonomic Science, 25, 365-367.

Katz, L., & Wicklund, D. A. (1972). Letter scanning rate for good and poor readers in grades two and six. Journal of Educational Psychology, 63, 363-367.

Marcel, T., Katz, L., & Smith, M. (1973). Laterality and reading proficiency. Neuropsychologia, 12, 131-139.

Katz, L. (1973). Review of Temporal Order in Distrurbed Reading by D. J. Bakker, (1972). Rotterdam: Rotterdam University Press. In Quarterly Journal of Experimental Psychology, 25, 167-170.

Mason, M., & Katz, L. (1974). Clarification of the roles of absolute and relative frequency of list differentiation. Journal of Experimental Psychology, 102, 1130-1133.

Mason, M., Katz, L. & Wicklund, D. A. (1975).  Immediate spatial order memory and item memory in sixth grade children as a function of reader ability. Journal of Educational Psychology, 67, 610-616.

Mason, M., & Katz, L. (1976). Visual processing of non-linguistic strings: Redundancy effects in reading ability. Journal of Experimental Psychology: General, 105, 338-348.

Katz, L. (1977). Reading ability and single letter orthographic redundancy. Journal of Educational Psychology, 69, 653-659.

Katz, L., & Feldman, L. B. (1981). Linguistic coding in word recognition: Comparisons between a deep and a shallow orthography. In A. Lesgold & C. Perfetti, Interactive Processes in reading. Hillsdale. NJ: Erlbaum.

Lukatela, G., Moraca, J., Stojnov, D. Savic, M., Katz, L., & Turvey, M. (1982). Grammatical priming effects between pronouns and inflected verb forms. Psychological Research, 44, 297-311. (PDF)
   
Katz, L., & Baldasare, J. (1983). Syllable coding in printed word recognition by children and adults. Journal of Educational Psychology, 75, 245-256.

Katz, L., & Feldman, L. B. (1983). The relation between pronunciation and printed words in deep and shallow orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 157-166. (PDF)

Bentin, S., Bargai, N., & Katz, L. (1984). Orthographic and phonemic coding for word identification: Evidence from Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 353-368. (PDF)

Bentin, S., & Katz, L. (1984). Semantic awareness in a nonlexical task. Bulletin of the Psychonomic Society, 22, 381-384. (PDF)

Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115. (PDF)

Katz, L., Boyce, S., Goldstein, L., & Lukatela, G. (1987). Grammatical information effects in auditory word recognition. Cognition, 25, 235-263. (PDF)

Kostic, A., & Katz, L. (1987). Processing differences between nouns, adjectives and verbs. Psychological Research, 49, 229-236.

Cossu, G., Shankweiler, D., Liberman, I., Katz, L., & Tola, C. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-18. (PDF)

Frost, R., Repp, B., & Katz, L. (1988). Can speech perception be influenced by simultaneous presentation of print? Journal of Memory & Language, 27, 741-755. (PDF)

Frost, R. & Katz, L. (1989).  Orthographic depth and the interaction of visual and auditory processing in word recognition. Memory & Cognition., 17, 302-310. (PDF)

Lukatela, G., Turvey, M., Feldman, L., Carello, C., & Katz, L.  (1989). Alphabet priming in bi-alphabetical word perception.Journal of Memory and Language, 28, 237-254. (PDF)

Lukatela, G., Feldman, L., Turvey, M., Carello, C., & Katz, L. (1989). Context effects in bi-alphabetical word perception. Journal of Memory and Language, 28, 214-236. (PDF)

Frost, R., Feldman, L., & Katz, L. (1990). Phonological ambiguity and lexical ambiguity: Effects on visual and auditory word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 569-580.

Katz, L., Rexer, K., & Lukatela, G. (1991). The processing of inflected words. Psychological Research, 53, 25-32. (PDF)

Shaywitz, B. A., Shaywitz, S. E., Liberman, I. Y., Fletcher, J. M., Shankweiler, D. P., Duncan, J., Katz, L., Liberman, A., Francis, D., Dreyer, D., Crain, S., Brady, S., Fowler, A., Kier, L., Rosenfield, N., Gore, J., & Makuch, R. (1991). Neurolinguistic and biological mechanisms in dyslexia. In D. D. Duane & D. B. Gray (Eds.), The reading brain: The biological basis of dyslexia (pp. 27-52). Parkton, MD: York Press.

Katz, L. (1992). Abstract. In defense of the orthographic depth hypothesis. International Journal of Psychology, 27, (3,4), p.52.

Dreyer, L. G. & Katz, L. (1992). An examination of “The simple view of reading”. In C. K. Kinzer & D. J. Leu (Eds.). Literacy Research, Theory. and Practice: Views from Many Perspectives, 169-175. Washington, D.C.: The National Reading Conference, Inc.

Frost, R. & Katz, L., (Eds.). (1992). Orthography, Phonology, Morphology, and Meaning., 435 pp. Amsterdam: Elsevier North Holland Press.

Katz, L. & Frost, R. (1992). Orthography, phonology, morphology, and meaning: An overview. In Frost, R. & Katz, L., (Eds.). Orthography, Phonology, Morphology, and Meaning, pp. 1-8. Amsterdam: Elsevier North Holland Press. (PDF)

Katz, L. & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In Frost, R. & Katz, L., (Eds.). Orthography, Phonology, Morphology, and Meaning, pp. 67-84. Amsterdam: Elsevier North Holland Press. (PDF)

Pugh, K., Rexer, K., & Katz, L. (1994). Evidence for flexible coding in visual word recognition. Journal of Experimental Psychology: Human Perception and Performance, 20, 807-825. (PDF)

Pugh, K., Rexer, K., Peter, M., & Katz, L. (1994). Neighborhood effects in visual word recognition: effects of letter delay and nonword context difficulty. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 639-648. (PDF)

Fletcher, J., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86,  6-23.

Schultz, R.T., Cho, N.K., Staib, L.H., Kier, L.E., Fletcher, J. M., Shaywitz, S.E., Shankweiler, D.P., Katz, L., Gore, J.C., Duncan, J. S.,& Shaywitz, B. (1994).  Brain morphology in normal and dyslexic children:  The influence of sex and age.  Annals of Neurology, 35, 732-742.

Shaywitz, B., Pugh, K., Constable, R. Todd, Shaywitz, S., Bronen, R., Fulbright, R., Shankweiler, D., Katz, L., Fletcher, J., Skudlarski, P., Gore, J. (1995). Localization of semantic processing using functional magnetic resonance imaging. Human Brain Mapping, 2, 149-158. (PDF)
     
Katz, L., Rexer, K., & Peter, M. (1995). Thematic Role Ambiguity and Word Recognition. In Feldman, L. B., (Ed.). Morphological aspects of language processing. Hillsdale: Erlbaum. (PDF)

Shaywitz, B. A., Shaywitz, S.E., Pugh, K. R., Constable, R. T., Skudlarski, P., Fulbright, R. K., Bronen, R. A., Fletcher, J. M., Shankweiler, D.P., Katz, L. & Gore, J. C. (1995). Sex differences in the functional organization of the brain for language. Nature, 373, 607-609. (PDF)

Shankweiler, D. P., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6, 149-156.

Shaywitz, B. A., Fletcher, J. M., Holahan, J. M., Shneider, A. E., Marchione, K. E., Stuebing, K. K., Francis, D. J., Shankweiler, D. P., Katz, L., Liberman, I. Y., & Shaywitz, S. E. (1995). Cognitive profiles of reading disability: Interrelationships between reading disability and attention-deficit/hyperactivity disorder. Child Neuropsychology, 3, 170-186.

Fletcher, J. M., Francis, D. J., Stuebing, K. K., Shaywitz, B. A., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Morris, R. (1996). Conceptual and methodological issues in construct definition. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function. Baltimore: Paul H. Brookes. pp. 17-42.

Katz, L. & Feldman, L. B. (1996). The influence of alphabetic writing systems on the reading and writing process. In H. Gunter, et al. (Eds.) Schrift und Schriftlichkeit.. Berlin: de Gruyter.

Pugh, K.R., Shaywitz, B.A., Shaywitz, S.A., Constable, R.T., Skudlarski, P., Fulbright, R.K., Bronen, R.A., Shankweiler, D.P., Katz, L., Fletcher, J.M., & Gore, J.C. (1996). Cerebral organization of component processes in reading. Brain, 119, 1221-1238. (PDF)

Shaywitz, S.A., Shaywitz, B.A., Pugh, K.R., Skudlarski, P., Fulbright, R.K., Constable, R.T., Bronen, R.A., Fletcher, J.M., Liberman, A. M., Shankweiler, D.P., Katz, L., Lacadie, C., Marchione, K., & Gore, J.C. (1996). The neurobiology of developmental dyslexia as viewed through the lens of functional resonance imaging technology. In G. R. Lyon & J. M. Rumsey (Eds.), Neuroimaging. Baltimore: Brookes Publishing. pp. 79-94.

Shaywitz, S.A., Shaywitz, B.A., Pugh, K.R., Skudlarski, P., Fulbright, R.K., Constable, R.T., Fletcher, J.M., Liberman, A. M., Shankweiler, D.P., Katz, L., Bronen, R.A., Marchione, K., Lacadie, C., & Gore, J.C. (1996). The functional organization of brain for reading and reading disability (dyslexia). Progress in Clinical Neuroscience, 2, 245-255.

Pugh, K.R., Shaywitz, B.A., Shaywitz, S.A., Fulbright, R.K., Byrd, D., Skudlarski, P., Shankweiler, D.P., Katz, L., Constable, R.T., Fletcher, J.M., Lacadie, C., Marchione. K.,  & Gore, J.C. (1996). Auditory selective attention: An fMRI investigation. Neuroimage, 4, 159-173. (PDF)

Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Skudlarski, P., Fulbright, R. K., Constable, R.  T.,Bronen, R. A., Fletcher, J. M., Liberman, A. M., Shankweiler, D. P., Katz, L., Lacadie, C. Marchione, K. E., & Gore, J. C. (1996). Functional magnetic resonance imaging as a tool to understand reading and reading disability. In R. W. Thatcher, G. Reid Lyon, J. Rumsey, & N. Krasnegor (Eds.) Developmental neuroimaging: Mapping the development of brain and behavior. New York: Academic Press

Oney, B., Peter, M., & Katz, L. (1997). Phonological Processing in Printed Word Recognition: Effects of Age and Writing System. Scientific Studies of Reading,1, 65-83.

Pugh, K.R., Shaywitz, B.A., Shaywitz, S.A., Shankweiler, D.P., Katz, L., Fletcher, J.M., Skudlarski, P., Fulbright, R.K., Constable, R.T., Bronen, R.A., Lacadie, C., & Gore, J.C. (1997). Predicting reading performance from neuroimaging profiles: The cerebral basis of phonological effects in printed word identification. Journal of Experimental Psychology: Human Perception and Performance, 2, 1-20. (PDF)

Fletcher, J.M., Morris, R., Lyon, G.R., Stuebing, K.K., Shaywitz, S.E., Shankweiler, D.P., Katz, L., Shaywitz, B.A. (1997). Subtypes of dyslexia: An old problem revisited. In B. Blachman (ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention, pp. 95-114. Mahwah: NJ. Lawrence Erlbaum.

Fulbright, R. K., Shaywitz, S. A., Shaywitz, B. A., Pugh, K. R., Skudlarski, P., Constable, R. T., Fletcher, J. M., Liberman, A. M., Shankweiler, D. P., Katz, L., Lacadie, C., Bronen, R. A., Marchione, K. E., & Gore, J. C. (1997). Neuroanatomy of reading and dyslexia. Neuroimaging, 6(2), 431-445.

Fulbright, R.K., Shaywitz, S.A., Shaywitz, B.A., Pugh, K.R., Skudlarski, P.,  Constable, R.T., Fletcher, J.M., Liberman, A. M., Shankweiler, D.P., Katz, L., Lacadie, C., Bronen, R.A., Marchione, K.,  & Gore, J.C. (1997). Neuroanatomy of reading and dyslexia. In B. S. Peterson (Ed.), Child and adolescent psychiatric clinics of North America: Neuroimaging. Philadelphia: Saunders. (PDF)

Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., Katz,L., Francis, D.J., & Shaywitz, B.A. (1998). Subtypes of reading disability: Coherent variability around a phonological core. Journal of Educational Psychology, 3, 347-373.

Shaywitz, S.E, Shaywitz, B.A., Pugh, K., Fulbright, R., Constable, R.T., Mencl, W.E., Shankweiler, D., Liberman, A.M., Skudlarski, P., Fletcher, J., Katz, L., Marchione, K.E., Lacadie, C., Gatenby, C., & Gore, J.  (1998). Functional disruption in the brain for reading in dyslexia.  Proceedings of the National Academy of Science, USA, 95, 2636-2641. (PDF)

Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K., Fletcher, J., Brady, S., Fowler, A., Dreyer, L., Marchione, K., Shaywitz, S., & Shaywitz, B. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Journal for the Scientific Study of Reading, 3, 69-94.

Deutsch, A., Bentin, S., & Katz, L. (1999). Semantic influence on processing gender agreement: Evidence from Hebrew. Journal of Psycholinguistic Research, 28,515-535. (PDF)

Shaywitz, S.E., Shaywitz, B.E., Pugh, K.R., Skudlarski, P., Mencl, W.E., Constable, R.T., Naftolin, F., Palter, S.F., Marchione, K.E., Katz, L., Shankweiler, D.P., Fletcher, J.M., Lacadie, C., Kaltz, M. & Gore, J.C. (1999). Effect of estrogen on brain activation patterns in postmenopausal women during working memory tasks. Journal of the American Medical Association, 281, 1197-1202. (PDF)

Pugh, K.R.,  Mencl, E., Shaywitz, B.A., Shaywitz, S.E., Fulbright, R.K., Skudlarski, P.,  Constable, R.T., Marchione, K., Jenner, A. R., Shankweiler, D. P., Katz, L., Fletcher, J., Lacadie, C., & Gore, J.C. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in functional connectivity in posterior cortex. Psychological Science, 11, 51-56. (PDF)

Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Lee, J. R., Shaywitz, S. E., & Shaywitz, B. A. (2000). Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Mental Retardation and Developmental Disabilities Research Review, 6, 207-213. (PDF)

Mencl, W.E., Pugh, K.R., Shaywitz, S.E., Shaywitz, B.A., Fulbright, R.K., Constable, R.T., Skudlarski, P., Katz, L., Marchione, K.E., Lacadie, C., & Gore, J.C. (2000). Network Analysis of Brain Activations in Working Memory: Behavior and Age Relationships. Microscopy Research and Technique, 51, 64-74.

Katz, L., & Frost, S. (2001). Phonology constrains the internal orthographic representation. Reading and Writing: An Interdisciplinary Journal, 14, 297-332.

Pugh, K.P., Mencl, W.E., Jenner, A.R., Katz, L., Frost, S.J., Lee, J.R., Shaywitz, S.E., & Shaywitz, B.A. (2001). Neurobiological studies of reading and reading disability. Journal of Communication Disorders, 34(6), 479-492. (PDF)

Pugh, K.P., Mencl, W.E., Jenner, A.R., Katz, L., Frost, S.J., Lee, J.R., Shaywitz, S.E., & Shaywitz, B.A. (2002). Neuroimaging Studies of Reading Development and Reading Disability. Learning Disabilities Research & Practice, 16(4), 240-249. (PDF)

Shaywitz, B.A., Fletcher, J.M., Shaywitz, S.E., Pugh, K., Shankweiler, D., Katz, L., Fletcher, J., Constable, R.T., Skudlarski, P., Fulbright, R., Bronen, R., Marchione, K., Gore, J., Aram, D., Klorman, R., Blachman, B. (In press). New directions in learning disabilities: Findings from the Yale Center for the Study of Learning and Attention. Learning Disabilities Quarterly.

Lee, C. H., & Katz, L. (2002), Early locus of a linguistic variable in a fast priming task. International Journal of Psychology, 37, 257-265. (PDF)

Essock, S. Dowden, S., Constantine, N., Katz, L., Swartz, M., Meador, K., Osher, F., Rosenberg, S. and the Five-Site Health and Risk Study Research Committee. (2003). Risk factors for HIV, hepatitis B, and hepatitis C among persons with severe mental illness. Psychiatric Services (A Journal of the American Psychiatric Association), 54 (6), 836-841.

Sandak, R., Mencl, W. E., Frost, S. J., Rueckl. J., Katz, L., Moore, D., Mason, S. A., Fulbright, R. K., Constable, R. T., & Pugh, K. R. (2004). The Neurobiology of Adaptive Learning in Reading: A Contrast of Different Training Conditions. Cognitive, Affective, and Behavioral Neuroscience, 4, 67–88. (PDF)

Katz, L. (2005). Dyslexia. In Philipp Skutch (Ed.), Encyclopedia of Linguistics. New York: Routledge,. 2 volumes. (ISBN: 1-57958-391-1.)

Katz, L., Lee, C.H., Tabor, W., Frost, S. J., Mencl, W. E., Sandak, R., Rueckl, J., & Pugh, K. R. (2005). Behavioral and Neurobiological Effects of Printed Word Repetition in Lexical Decision and Naming. Neuropsychologia. 43, 2068-2083.

Frost, S. J., Mencl, W. E., Sandak, R., Moore, D., Rueckl, J. G., Katz, L., Fulbright, R. K., and Pugh, K. R. (2005). A functional magnetic resonance imaging study of the tradeoff between semantics and phonology in reading aloud. Brain Imaging, 16, 621-624. (PDF)

Katz, L.  (2005). Review of The relation of writing to spoken language. Neef, M., Neijt, A., & Sproat, R. (Eds.). Max Niemeyer Verlag: 2002, 210 pp.  In Written Language & Literacy, 8 (1), 68-71.

Lee, C. H., Nam, K., & Katz, L. (2005). Nonselective access of spelling-sound knowledge for Korean-English bilinguals. International Journal of Psychology, 40 (6), 407-415. (PDF)

Frost, S.J., Sandak, R., Mencl, W.E., Landi, N., Rueckl, J .G., Katz, L., & Pugh, K.R. (2008). Mapping the word reading circuitry in skilled and disabled readers. In P. McGardle and K. Pugh (Eds.). Dyslexia Foundation. (PDF)

Pugh, K. R., Frost, S. J., Sandak, R., Landi, N., Rueckl, J., Constable, R. T., Seidenberg, M. S., Fulbright, R. K., Katz, L., & Mencl, W. E.. (2008). Effects of Stimulus Difficulty and Repetition on Printed Word Identification: An fMRI Comparison of Nonimpaired and Reading-disabled Adolescent Cohorts. Journal of Cognitive Neuroscience 20:7, 1146–1160. (PDF)

Frost, Stephen J.; Sandak, Rebecca; Mencl, W. Einar; Landi, Nicole; Moore, Dina; Porta, Gina Delia; Rueckl, Jay G.; Katz, Leonard; Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Single-word reading: Behavioral and biological perspectives. Grigorenko, Elena L. & Naples, Adam J. (Eds.); Mahwah, NJ: Lawrence Erlbaum Associates Publishers, pp. 355-376.

Frost, S.J., Sandak, R., Mencl, W.E., Landi, N., Rueckl, J.G., Katz, L., and Pugh, K.R. (2009).  Mapping the Word Reading Circuitry in Skilled and Disabled Readers.  In P. McCardle & K. Pugh, (Eds.). Helping Children Learn To Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice, Psychology Press, 3-19. 

Naples, A. J., Chang, J. T., Katz, L., Grigorenko, E. L. (2009). Same or different? Insights into the etiology of phonological awareness and rapid naming. Biological Psychology, 80, 2, 226-239.

Katz, L. (2011) The neurobiology of dyslexia. Cambridge Encyclopedia of the Language Sciences.

Katz, L., Brancazio, L., Irwin, J., Katz, S., Magnuson, J., & Whalen,D. (2012). What lexical decision and naming tell us about reading. Reading and Writing, 25, 1259-1282.

Naples, A., Katz, L., & Grigorenko, E. (submitted). An endophenotype and more: Lexical decision and reading comprehension. Journal of Clinical and Experimental Neuropsychology.

Scarborough, H. S., Sabatini, J. P., Cutting, L. E., Pugh, K. & Katz, L.  (in press). Evaluating the Efficacy of Interventions: Reading Gains in a Sample of Adult Literacy Learners. Journal of Learning Disabilities.

 

Naples, A., Katz, L., Grigorenko, E. (2012). Reading and a Diffusion Model Analysis of Reaction Time. Developmental Neuropsychology, 37 (4), 299-316.

 

Katz, L., Brancazio, L., Irwin, J., Katz, S., Magnuson, J., & Whalen, D. (2012). What lexical decision and naming tell us about reading. Reading and Writing, 25, 1259–1282.

 

Sandak, R., Frost, S. J., Rueckl, J. G., Landi, N., Mencl, W. E., Katz, L., & Pugh, K. R. (2012). How does the brain read words? In The Cambridge Handbook of Psycholinguistics, Spivey, M. J., McRae, K., & Joanisse, M. F. (Eds.); Cambridge: Cambridge University Press, pp. 218-238.

 

Naples, A., Katz, L., & Grigorenko, E. L. (2012). Lexical decision as an endophenotype for reading comprehension: An exploration of an association. Development and Psychopathology, 24, 1345-1360.

 

Katz, L., Perfetti, C. A., & Shankweiler, D. (2012). Reading too much into baboon skills? Science, 336 (June 1), 1100.

 

Jeong, J., Lee, Y., Katz, L. (submitted). Chinese and Korean: differences in printed word identification between an opaque and a transparent orthography

 

Scarborough, H. S., Sabatini, J. P., Cutting, L. E., Pugh, K. & Katz, L. (2013). Evaluating the Efficacy of Interventions: Reading Gains in a Sample of Adult Literacy Learners. Journal of Learning Disabilities, 26(4), 593-613

SELECTED CONFERENCE PAPERS

Katz, L., & Wicklund, D. (1973, August). Memory scanning differences and picture versus word encoding for good and poor readers. American Psychological Association Meetings, Montreal.

Katz, L. (1974, June). Information processing approaches to printed word recognition. International Reading Association Seminar, Buffalo.

Katz, L., Mason, M., & Woodward, K. (1975, March). Good and poor readers and encoding  sensitivity  as  a  function of the stimulus frequency. Southeastern Psychological Association Meeting, Atlanta.

Katz, L. (1977, November). The word frequency effect and orthographic regularity. Paper presented at Psychonomic Society Meeting.

Katz, L., & Baldasare, J. (1981, November). Syllable coding in printed word recognition. Paper presented at Psychonomic Society Meeting.

Kay, B., Kostic, A., & Katz, L. (1982, April). Decomposition of English verbs into stem and the inflection "s". Paper presented at Eastern Psychological Association Meeting.

Katz, L., Lukatela, G., & McCann, J. (1983, November). The autonomy of grammar and semantics. Paper presented at Psychonomic Society Meeting.

Bentin, S., & Katz, L. (1983, November). Semantic awareness in a nonlexical task. Paper presented at Psychonomic Society Meeting.

Smith, S., Katz, L., & Macaruso, P. (1984, April). Lexical representation of inflected verb forms. Paper presented at Eastern Psychological Association Meetings.

Katz, L. (1984, May). Auditory and visual word recognition. Paper presented in symposium on Cognitive Information Processing. Yugoslav Psychological Association Meetings, Hercegnovi.

Katz, L. (1984, August). Looking vs. listening. Paper presented in symposium on research in the Serbo-Croatian language: The Internal Lexicon - Psycholinguistic studies in a bi-alphabetic inflected language. American Psychological Association Meetings, Toronto.

Holender, D. & Katz, L. (1985, November). Letter spacing effects. Paper presented at Psychonomic Society Meeting, Boston.

Dutch, S. & Katz, L. (1985, August). Phonetic memory differences and reading ability.  Paper presented at American Psychological Association Meeting, Los Angeles, CA.

Katz, L. (1986, November). The processing of syntactic inflection. Paper presented at Psychonomic Society Meeting, New Orleans.

Macaruso, P. & Katz, L. (1986, November). Decomposition of verb stem and inflection. Paper presented at Psychonomic Society, New Orleans.

Holender, D. & Katz, L. (1987, September). Effects of letter spacing and case alternation on word recognition.  Paper presented at the Second Conference of the European Society for Cognitive Psychology, Madrid.

Macaruso, P. & Katz, L. (1987). Inflected words in lexicon. Paper presented at New England Psychological Association, Amherst, MA.

Katz, L., Rexer, K., Peter, M., & Lukatela, G. (1989, November). Lexical representation of inflected words. Psychonomic Society, Atlanta.

Katz, L., Rexer, K., & Lukatela, G. (1989). The processing of inflected words. European Psychological Association Conference on Word Perception, Zadar, Yugoslavia.

Katz,L., Rexer, K., & Peter, M. (1991). Semantic and syntactic ambiguity: opposite effects in word recognition. Psychonomic Society, San Francisco.

Dreyer, L. and Katz, L. (1991, December). An examination of “The simple view of reading”. The National Reading Conference, Palm Springs.

Rexer, K., Pugh, K., & Katz, L. (1992). Neighborhood effects in word recognition: Experimental findings and connectionist simulations. Eastern Psychological Association, Boston.

Katz, L. (1992, July). In defense of the orthographic depth hypothesis. International Psychology Conference: Symposium on the internal lexicon (SY012.4), Brussels. Abstract: Journal International de Psychologie, p. 52.

Pugh, K., Rexer, K., & Katz, L. (1992, November). Flexible coding in visual word recognition. Psychonomic Society, St. Louis.

Rexer, K., Pugh, K., & Katz, L. (1992, April).  Neighborhood effects in word recognition; Experimental findings and connectionistic simulations. Eastern Psychological Assn, Boston, MA.

Pugh, Rexer, Peter & Katz, L. (1992, May). Evidence of flexible coding processes in visual word recognition. Midwestern PA, Chicago.

Katz, L. (December, 1992). Cross-language studies of reading. Invited colloquium, Massacusetts General Hospital, Graduate Program in Communications Sciences and Disorders. Boston, MA.

Rexer, K., Pugh, K., & Katz, L. (1993, April). The letter delay task reveals neighborhood effects. Eastern Psychological Assn, Arlington, VA.

Rexer, K., Pugh, K., & Katz, L. (1992). Neighborhood effects in word recognition: Experimental findings and connectionist simulations. Eastern Psychological Association, Boston.

Pugh, K., Rexer, K., & Katz, L. (1992, November). Flexible coding in visual word recognition. Psychonomic Society, St. Louis.

Pugh, Rexer, Peter & Katz, L. (1992, May). Evidence of flexible coding processes in visual word recognition. Midwestern Psychological Association, Chicago.

Rexer, K., Pugh, K., & Katz, L. (1993, April). The letter delay task reveals neighborhood effects. Eastern Psychological Association, Arlington, VA.

Pugh, K., Rexer, K., Peter, M., & Katz, L. (1993, Nov). Neighborhood competition in visual word recognition. Psychonomic Society, Washington, D. C.

Shankweiler, D. & Katz, L. (1994, Jan). Dissociation of syntactic and phonological abilities in children with reading disability. Boston University Conference on Language Development, Boston, MA.

Shankweiler, D., Crain, S., & Katz, L. (1994, Ap). Dissociation of children’s language skills in reading disability. Poster presentation, American Educational Research Association meeting, New Orleans, LA.

Feldman, L., Pugh, K., Katz, L., & Larabee, J. (1994, Sep). Orthographic and morphological analysis in word recognition contrasted. European Society of Cognitive Psychology, Lisbon.

Katz, L., Oney, B., & Peter, M. (1995, Nov). Orthographic depth effects in Turkish and English. Poster presented to the Psychonomic Society Meeting, Los Angeles.

Pugh, K., Shaywitz, B., Shaywitz, S., Shankweiler, D., & Katz, L. (1995, Nov). Cerebral organization in reading: fMRI investigations. Poster presented to the Psychonomic Society Meeting, Los Angeles.

Pugh, K.R., Shaywitz, B.A.,  Shaywitz, S.A., Shankweiler, D.P., Katz, L., Fletcher, J.M., Skudlarski, P.,  Fulbright, R.K., Constable, R.T., Bronen, R.A., Lacadie, C., & Gore, J.C. (1996). Predicting reading performance from neuroimaging profiles: The cerebral basis of phonological effects in printed word identification. Poster presented to the International Conference on Functional Mapping of the Human Brain, Boston, MA.

Katz, L. & Frost, S. (1996, Nov). Instability in the Orthographic Representation. Psychonomic Society Meeting, Chicago.

Pugh, K., Shaywitz, B. , Shaywitz, S., Shankweiler, D., Mencl, E., Frost, S., & Katz, L. (1997, Nov). Examining brain/behavior relations in reading:  Replications and extensions. Poster presented to the Psychonomic Society Meeting, Philadelphia.

Pugh, K.R., Shaywitz, B.A.,  Shaywitz, S.A.,  Katz, L., Mencl, E., & Gore, J.C. (1998). Attention function in language processing tasks: An fMRI study. Paper presented to the Psychonomic Society Meeting, Dallas, TX.

Katz, L. & Grigorenko, E. (1998, April). Russian Children’s Reading. Society for the Scientific Study of Reading, San Diego.

Katz, L. Reading in Different Languages. Cognitive Sciences Conference, University of Connecticut, Storrs (April, 1999).

Pugh, K.R., Mencl, E., Shaywitz, B.A., Shaywitz, S.A., Jenner, A., Katz, L. (2000, Nov). Neuroimaging and reading disability in children. Psychonomic Society Meeting, New Orleans.

Katz, L., Lee, C. H., & Pugh, K. R. (2000, Nov). Is linguistic structure important in learning to identify words? Psychonomic Society Meeting, New Orleans.

Katz, L. & Grigorenko, E. L.  (2001, May). Acquisition of reading fluency in Russian. Poster presented to the Society for the Scientific Study of Reading, Boulder, Colorado.

Grigorenko, E. L. & Katz, L. (2001, May). Familiality of reading skills in Russian. Paper presented to the Society for the Scientific Study of Reading, Boulder, Colorado.

Pugh, K. R., Sandak, R., Mencl, E., Jenner, A. R., Frost, S. J., Rueckl, J. G.,Katz, L. (2001, November). Effects of stimulus repetition during word reading on cortical activation patterns: An fMRI study. Poster presented at the 42nd annual meeting of the Psychonomic Society, Orlando.

Mencl, W. E., Frost, S., Sandak, R., Mason, S., Lee, J. R., Rueckl, J., Constable, T., Katz, L., Pugh, K., Gore, J. (2002).  Effects of orthographic priming during lexical decision: An fMRI study. Paper presented to Neuroimaging Meeting, Sendai, Japan.

Rebecca L. Sandak, W. Einar Mencl, Stephen J. Frost, Justin Bates, Annette Jenner, Stephanie A. Mason, Jay G. Rueckl, Kenneth R. Pugh, and Leonard Katz. (2002, June). The neurobiology of adaptive learning in reading: The effects of repetition and differential encoding of word stimuli. Paper presented to the Society for the Scientific Study of Reading, Chicago.

Annette R. Jenner , Katherine M. Quinn, Erin J. Sorey-Gregory, and Leonard Katz. (2002, June). Make familiar words unfamiliar: A study with mixed-cAsE. Paper presented to the Society for the Scientific Study of Reading, Chicago.

Katz, L., Frost, S., Mencl, W. E., Sandak, R., Mason, S., & Pugh, K. (2002, Nov). Brain Imaging in Lexical Decision and Naming, Paper presented at the 43nd annual meeting of the Psychonomic Society, Kansas City.

Frost, Stephen J., W. Einar Mencl, Rebecca L. Sandak, Stephanie A. Mason, Leonard Katz., and Kenneth R. Pugh. (2002, Nov). An event-related fMRI study of printed word recognition with rapid presentation rates. Paper presented at the 43nd annual meeting of the Psychonomic Society, Kansas City.

Sandak, Rebecca L., W. Einar Mencl, Stephen J. Frost, Jay G. Rueckl, Leonard Katz and Kenneth R. Pugh. (2002, Nov). Toward a characterization of how the reading circuit learns: An fMRI study. Paper presented at the 43nd annual meeting of the Psychonomic Society, Kansas City.

Sandak, R., Mencl, W. E., Frost, Rueckl, J. G., Katz, L., Moore, D., Mason, S. J., & Pugh, K. R. (2003, November). How the reading circuit learns: A contrast of different training conditions. Poster presented at the 44th annual meeting of the Psychonomic Society, Vancouver.

Pugh, K. R., Mencl, W. E., Frost, S. J., Sandak, R., & Moore, D. L. (2003, November). Neuroimaging studies of word reading: A revised neurobiological theory. Talk presented at the 44th annual meeting of the Psychonomic Society, Vancouver.

Frost, S. J., Mencl, W. E., Sandak, R., Moore, D. L., Mason, S. A., Rueckl, J. G., Katz, L., & Pugh, K. R. (2003, November). Semantic constraints on spelling-to-sound consistency effects. Poster presented at the 44th annual meeting of the Psychonomic Society, Vancouver.

Mencl, W. E., Frost, S. J., Sandak, R., Jenner, A. R., Mason, S. A., & Pugh, K. R. (2003, November). Effects of cAsE mIxInG on brain activation patterns. Poster presented at the 44th annual meeting of the Psychonomic Society, Vancouver.

Sandak, R., Mencl, W. E., Frost, S. J., Mason, S. A., Rueckl, J. G., Katz, L., Constable, R. T., & Pugh, K. R. (2003, June). The neurobiology of adaptive learning in reading: A contrast of different training conditions. Invited talk presented at the 9th International Conference on Functional Mapping of the Human Brain, New York.

Frost, S. J., Mencl., W. E., Sandak, R., Moore, D. L., Mason, S. A., Katz, L., Rueckl, J. G., & Pugh, K. R. (2003, June). Semantic constraints on spelling-to-sound consistency effects. Poster presented at the 9th International Conference on Functional Mapping of the Human Brain, New York.

Sandak, R., Frost, S. J., Moore, D., Mason, S. A., Rueckl, J. G., Katz, L., Pugh, K. R. (2004, June). How learning conditions affect the way that the brain reads words. Poster to be presented at the 11th annual meeting of the Society for the Scientific Study of Reading, Amsterdam.

Sandak, R., Mencl, W. E., Frost, S. J., Mason, S. A., Rueckl, J. G., Katz, L., Constable, R. T., Pugh, K. R. (2004, June). How different learning conditions affect the brain’s efficiency during word reading. Poster presented at the 10th International Conference on Functional Mapping of the Human Brain, Budapest.

Mitsuya, T., Jenner, A., & Katz, L. (2005, March). Short term repetition of words leads to long term retention. Poster presented at Eastern Psychological Association Meeting, Boston.

Katz, L. , Katz, S. D., & Pugh, K. R. (2005, November). Evidence that the regularity effect is phonological. Annual meeting, Psychonomic Society, Toronto.

Shin-Yi Fang, W. Einar Mencl, Stephen Frost, Nicole Landi, Helen Chen, Leonard, Katz, Jay Reuckl, R. Todd Constable, Kenneth Pugh, (2007). Effects of printed word repetition on functional connectivity in good and poor readers. The 13th Annual Meeting of Human Brain Mapping. Chicago, Illinois, USA.

W. Einar Mencl, Stephen Frost, Shin-Yi Fang, Nicole Landi, Helen Chen, Leonard Katz, Jay Reuckl, R. Todd Constable, and Kenneth Pugh, (2007). Titration of Stimulus Duration: A Method for Acquiring Dynamic Information with fMRI. The 13th Annual Meeting of Human Brain Mapping. Chicago, Illinois, USA.

L. Katz, L. Brancazio, J. Irwin, S. Katz, J. Magnuson, H. Scarborough,  D. Whalen (2009). The phonological basis of reading disability. Psychonomic Society Meeting, Boston.

L. Katz, L. Brancazio, J. Irwin, S. Katz, J. Magnuson, H. Scarborough,  D. Whalen (2010). Phonological processing in college students who are poor readers. Society for the Scientific Study of Reading Meeting, Berlin.

 

Katz, L. (2012). Adult poor readers do not have poor phonological lexical quality. Society for the Scientific Study of Reading Meeting, Montreal.

 

SELECTED GRANTS

Principal Investigator on the following:

National Institute for Mental Health, 1967, HD-13820, Memory processes.

National Institute for Mental Health, 1968, HD-16187, Analytic techniques in perception.

National Institute for Child Health and Human Development, 1968-71, #HD 03932, Perception and retention in children's reading.

National  Institute of Education, 1973-77, NE-D-0086, Children's Reading. An investigation of the roles of memory and perception in reading, emphasizing the study of the effects of orthographic factors.

Project Leader (Project 3 -NICHD-01994 to Haskins Laboratories) “Is There a Common Phonology for Speech and Reading”? 1995 – 2001.

Project Leader (Fogarty International Center, NIH) Characterizing Dyslexia: Evidence from Russian. 1998 – 2003.

Co-Project Leader (with E. Grigorenko) (International Dyslexia Association) A study of “pure” fluency: Comparing fluent and dysfluent readers without the confounding effects of decoding problems. 2000 – 2003.

Associate Director of Early Reading for Success Initiative in Connecticut (funded by US Department of Education) 2000 – 2004.

Project Leader (Project 4 – NICHD-01994) A closer look at the phonological bases of reading disability. 2006 – 2011.

Scientist, Individual Differences in Learning and Learning Potential for Language and Literacy. David Braze, PI. RO1 HD071988-01A1
 

Investigator (for Haskins Laboratories and/or Yale Medical School) on many NIH grants for research on speech and reading, continuously from 1977 to the present.

SELECTED INVITED CONFERENCE PRESENTATIONS

International Reading Association Research Seminar, University of Buffalo, 1974.

Conference on Interactive Processes in Reading, Learning Research and Development Center, University of Pittsburgh, 1980.

Symposium on Studies in Serbo-Croatian on the Internal Lexicon, Toronto, American Psychological Association, 1984.

Symposium on Language and Cognitive Psychology. Yugoslavian Psychological association, Hercegovni, 1984.

Conference on Word Recognition, European Society for Cognitive Psychology, Zadar, 1989.

International Psychology Conference, Symposium on the Internal Lexicon, Brussels, 1992.

Models of Morphological Processing. Conference on Word Recognition, Free University, Brussels, 1994.

Cognitive Processes in Reading: Theory and Evidence. American Speech and Hearing Association, Boston, 1997.

Conference on Brain, Language, and Body. National Yang Ming University, Tapei, Taiwan, 2000. A neurobiological model of reading that takes variation in orthographies into account.

SELECTED INVITED COLLOQUIA

1972. University of Sussex, Brighton, England, UK. Cognitive psychology.
1972. University of Sheffield, Sheffield, England, UK. Cognitive psychology
and reading.
1972. University of Cardiff, Cardiff, Wales, UK. Cognitive psychology and
reading.
1972. University of Dundee, Dundee, Scotland, UK. Cognitive psychology and
reading.
1972. Goldsmiths College, London, UK. Cognitive psychology and reading.
1986. Belgrade University, Belgrade, Yugoslavia. Reading research
methodology.
1986. Universite Libre, Brussels, Belgium. Printed word processing.
1986. Hebrew University, Jerusalem, Israel. Printed word processing.
1993. University of Arizona, Tucson. Reading in different languages.
1994. Catholic University, Tilburg, The Netherlands. Reading in different
languages.
1994. Free University, Amsterdam, The Netherlands. Reading in different
languages.
1994. Max Planck Institut fur Psycholinguistik, Nijmegen. Reading in different
languages.
1994. Bogazici Universitesi, Istanbul, Turkey. Reading in Turkish and English.
1999. Dartmouth College, Hanover. Cognitive processes in reading: individual
differences and language differences.
2000. National Yang Ming University, Tapei, Taiwan. Department of
Psychology. Blending Basic and Applied Research in Reading Disability.
2001. Voronezh Pedagogical College, Voronezh, Russia. Dyslexia and
Language.
2001. Yale Cognitive Group, Yale University, New Haven. Blending behavioral
and neuroimaging research.
2002. Institute of Cognitive Neuroscience, University of London, London.
Discussion leader: Fluency in word recognition.
 
 
 

2011. Haskins Laboratories. Reading Research at Haskins: A Personal History.

 

RECENT STATISTICAL CONSULTING POSITIONS

1989-1991. US Navy Submarine Base, Groton, CT

1993-2005. Connecticut DMHAS, Research Division
1999- 2006. Division of Health Services Research, Mount Sinai School of  

                  Medicine
1999- 2008. University of Connecticut School of Nursing
2000- 2002. Psychiatric Services, Veteran’s Administration Hospital,

                   Bronx, NY

Revised April, 2014