Ph.D., University of Pittsburgh (Cognitive Psychology & Cognitive Neuroscience), 2005.
My research focuses on a language and reading development in typically developing children and adolescents, and in children with complex neurodevelopmental disorders, including dyslexia, SLI and autism. I use multiple methodologies including fMRI, sMRI, EEG, ERP eyetracking & genetic analyses to explore the underlying etiology of typical and atypical language and reading processes.
Current PostdocsTrey Avery
Kaja Jaskinska (PhD University of Toronto)
PhD students currently working with Dr. LandiMeaghan Perdue (UConn Psych)
Kayleigh Rhyerd (UConn Psych)
Katie Shaw (UConn Psych)
Graduate Student AffiliatesAndre Lindsey, UConn SLHS (Primary Advisor. P. Ramanathan)
Mora Reinka, UConn Psych (Primary Advisor C. Leach)
Russell Richie, UConn Psych (Primary Advisor M. Coppola)
Postbac RAsNina Gumkowski (BA Mount Holyok College)
Emily Baron (BA University of Connecticut)
Olivia Harold (BA University of Connecticut) and
Eva Montas (BA SCSU)
Jackie Turcios (BA SCSU)
Lab AlumniSayako Earle, UConn SLHS
Vanessa Harwood, UConn SLHS
Sergey Kornilov, Postdoc Yale Child Study Center, Department of Psychology, UConn &
Moscow State University
Jia Wu, Associate Research Scientist at the Yale Child Study Center
Katrina Schleissman, Postdoc at the University of Minnesota
Ben Siepel, Assistant Professor at California State University Chico
Virginia Clinton, Faculty, University of North Dakota, Postdoc at
The University of Wisconsin Madison
Kornilov, S.A., Magnuson, J.S., Rakhlin, N., Landi, N., & Grigorenko, E.L. (2015) Lexical Processing Deficits in Children with Developmental Language Disorder: an Event-Related Potentials Study. Development and Psychopathology, 27, 459-476.
Kornilov, S.A., Landi, N., Rakhlin, N., Fang, S-Y., Grigorenko, E.L., & Magnuson, J.S. (2014) Attentional but not Pre-Attentive Neural Measures of Auditory Discrimination are Atypical in Children with Developmental Language Disorder. Developmental Neuropsychology. 39, 543-567. doi:10.1080/87565641.2014.960964
Preston, J.L., Molfese, P.J., Gumkowski, N., Sorcinelli, A., Harwood, V., Irwin, J., & Landi, N. (2014). Neurophysiology of Speech Differences in Childhood Apraxia of Speech. Developmental Neuropsychology, 39, 385-403. PMCID- in process
Pugh, K. R., Frost, S.J., Rothman, D.L., Mason, G.M., Del Tufo, S., Molfese, P.J., Mencl, W.E., Grigorenko, E., Landi, N., Preston, J.L., Jacobsen, L., Hoeft, F., Seidenberg, M., & Fulbright, R.K., (2014). Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers. Journal of Neuroscience, 34, 4082-4089. PMCID- in process.
Preston, J. L., Brick, N., & Landi, N. (2013). Ultrasound biofeedback treatment for persisting childhood apraxia of speech. American Journal of Speech-Language Pathology, 22(4), 627-643. doi: 10.1044/1058-0360(2013/12-0139). PMCID- In process.
Landi, N., Frost,S.J., Mencl, W.E., Sandak, R., & Pugh, K.R. (2013). Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word-level and text-level processing in skilled and impaired readers. Reading and Writing Quarterly, 29, 145-167. PMC3646421
Landi, N. Montoya, J., Kober, H., Rutherford, H.J.V., Mencl, W.E., Worhunsky, P.D., Potenza, M.N., & Mayes, L.C., (2013). Correction to “Maternal neural responses to infant cries and faces: relationships with substance use. Frontiers in Child and Neurodevelopmental Psychiatry. doi: 10.3389/fpsyt.2012.00115.
Landi, N., Frost, S.J., Mencl, W.E., Preston, J.L., Jacobsen, L.K., Lee, M., Yrigollen, C., Pugh, K.R., & Grigorenko, E.L. (2013). The COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation. Developmental Science, 16, 13- 23. PMC3655431
Landi, N., Crowley, M.J., Wu, J., Bailey, C., & Mayes, L.C. (2012). Deviant ERP response to spoken non-words among adolescents exposed to cocaine in utero. Brain and Language. 120, 209- 216. PMC3633521
Landi, N., Montoya, J., Kober, H., Rutherford, H.J.V., Mencl, W.E., Worhunsky, P.D., Potenza, M.N., & Mayes, L.C. (2011). Maternal neural responses to infant cries and faces: relationships with substance use. Frontiers in Child and Neurodevelopmental Psychiatry, 2, 1-13. please see correction published in 2013. PMC3118477
Skiba, T., Landi, N., Wagner, R., & Grigorenko, E. (2011) In search for the perfect phenotype: An analysis of linkage and association studies of reading and reading-related processes. Behavior Genetics, 41, 120-124. PMC3056345
Preston, J.L., Frost, S., Mencl, W.E., Fulbright, R.K., Landi, N., Grigorenko, E., Jacobsen, L., & Pugh, K.R (2010). Early and late talkers: school-age language, literacy and neurolinguistic differences. Brain. 133, 2185-2195. PMC3139938
Landi, N., Mencl, W.E., Frost, S.J., Sandak, R., Chen,H., & Pugh, K.R. (2010). An fMRI study of multimodal semantic and phonological processing in reading disabled adolescents. Annals of Dyslexia, 60,102-121.PMC3148012
Landi, N. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23, 701- 717. PMC3117585
Frost, S., Landi, N., Mencl, W.E., Sandak, R. Fulbright, R.K., Jacobsen, L., Grigorenko, E., Constable, R.T., & Pugh, K. (2009). Phonological awareness predicts cortical activation patterns for print and speech. Annals of Dyslexia, 59, 78-97. PMC2720826
Pugh K.R., Frost, S.J., Sandak, R., Landi, N. Rueckl, J., G., Constable, R.T., Seidenberg, M., Fulbright, R., 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, 1146-1160. PMC3152957
Landi, N. & Perfetti, C.A. (2007). An electrophysiological investigation of semantic and phonological processing in skilled and less skilled comprehenders. Brain and Language, 102, 30-45.
Landi, N., Perfetti, C.A., Bolger, D.J., Dunlap, S., & Foorman, B.R. (2006). The role of discourse context in developing word representations: A paradoxical relation between reading and learning. Journal of Experimental Child Psychology, 94, 114-133.