I am accepting graduate students for the fall semester 2015 through the Integrated Graduate Education Research and Training "IGERT "program. If you are interested, find out more and at UConn IGERT.
Please contact me if you would like more information on the program.
Ph.D., University of Pittsburgh (Cognitive Psychology & Cognitive Neuroscience), 2005.
Current PostdocsKaja Jaskinska (PhD University of Toronto)
PhD students currently working with Dr. LandiKayleigh Rhyerd (UConn Psych)
Graduate Student Affiliates
Vanessa Harwood, UConn SLHS (B. Grela Primary Advisor)
Sayako Earle, UConn SLHS (Primary Advisor, E. Meyers)
Russell Richie, UConn Psych (Primary Advisor M. Coppola)
Katie Shaw, UConn Psych (Primary Advisor H. Bortfeld)
Andre Lindsey, UConn SLHS (Primary Advisor. P. Ramanathan)
Mora Reinka, UConn Psych (Primary Advisor C. Leach)
Nina 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)
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
Landi, N., Frost, S.F., 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
Pugh, K.R., Landi, N., Preston, J.L., Mencl, W.E., Austin, A., Sibley, D., Fulbright, R.K., Seidenberg, M.S.Grigorenko, E., Constable, R.T., Molfese, P., Frost, S.J. (2013). The relationship between phonological and sensorimotor processing skills and the neurocircuitry for reading in emergent readers. Brain and Language. PMC3655431.
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
Preston, J.L., Felsenfeld, S.F., Frost, S.J., Mencl, W.E, Fulbright, R.K., Grigorenko, E. Landi, N. & Pugh, K.R.. (in press). Functional brain activation differences in school-age children with speechsSound Errors: Speech and print processing. Journal of Speech Language and Hearing Research, doi:10.1044/1092-4388(2011/11-0056).
Montoya, J.L., Landi, N., Kober, H., Worhunsky, P.D., Rutherford, H.J.V, Mencl, W.E., Mayes, L.C., & Potenza, M.N. (2012). Regional brain responses in nulliparous women to emotional infant stimuli. PlosOne. 7(5): e36270. doi:10.1371/journal.pone.0036270.
Ercan-Sencicek, A.G., Davis Wright, N.R., Frost, S.J., Fulbright, R.K., Felsenfeld, S., Hart, L., Landi, N., Mencl,W.E., Sanders,S.J., Pugh, K.R., State, M.W. & Grigorenko, E. (2011). Searching for Potocki-Lupski syndrome phenotype: A Patient with Language Impairment and no autism. Brain and Development. BRADEV-D-11-00218R3.
Landi, N., Crowley, M.J., Wu, J., Bailey, C. & Mayes, L.C. (2011). Deviant ERP response to spoken non-words among adolescents exposed to cocaine in utero. Brain and Language. 120, 209- 216.
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 Psychiatry, 2, 1-13.
Palejev, D., Hwang, W., Landi, N., Eastman, M., Frost, S., Fullbright, R., Kidd, J. R., Kidd, K. R., Mencl, W.E., Yrigollen, C., Pugh, K.R., & Grogorenko, E. (2011). An application of the elastic net for an endophenotype analysis. Behavior Genetics, 41, 6-30.
Skiba, T., Landi, N. Wagner, R. & Grogorenko, 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.
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.
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.
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.
Frost, S., Landi, N., Mencl,W. E., Sandak, R. Fullbright, 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.
Bauer, L. M., Olheiser, E. L., Altarriba, J., & Landi, N. (2009). Word type effects in false recall: Concrete, abstract, and emotion word critical lures. American Journal of Psychology, 122, 469-481.
Pugh K.R., Frost, S.J., Sandak, R., Landi, N. Rueckl, J.,G., Constable, R.T., Seidenberg, M., Fullbright, 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.
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.
Landi, N. (in press). Learning to read words: Understanding the relationship between reading ability, lexical quality, and reading context. To appear in M.A. Britt, S.R. Goldman & J-F Rouet (Eds), Reading: From Words to Multiple Texts. Routledge, Taylor & Francis Group.
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 M. Spivey, M. Joanisse & K. McRae (Eds.), The Cambridge Handbook of Psycholinguistics. New York: Cambridge University Press.
Pugh, K.R., Frost, S.F., Sandak, R., Landi, N., Moore, D., Della Porta, G., Rueckl, J. & Mencl, W.E. (2010). Mapping the word reading circuitry in skilled and disabled readers. In P.L. Cornelissen, P.C.Hansen, M.L. Kringelback & K.R. Pugh, (Eds.) The Neural Basis of Reading (pp 281-305): Oxford University Press, UK.
McCardle, P., Landi, N. & Pugh, K. (2009). An introduction to the volume: How children learn To read: Current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice. In P. McCardle & K.R. Pugh (Eds.), How Children Learn To Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice. New York: Taylor-Francis.
Frost, S., Sandak, R., Mencl, W.E., Landi, N., Rueckl, J.G., Katz, L. & Pugh, K.R. (2009). Mapping the word reading circuitry in skilled and disabled readers. In P. McCardle & K.R. Pugh (Eds.), How Children Learn To Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice. New York: Taylor-Francis.
Frost, S. J., Sandak, R., Mencl, W. E., Landi, N., Moore, D., Della Porta, G., Rueckl, J. G., Katz, L., & Pugh, K. R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In E. Grigorenko & A. Naples (Eds.), Single-Word Reading: Biological and Behavioral Perspectives. Mahwah: Erlbaum.
Perfetti, C.A., Landi, N., & Oakhill, J.V. (2005). The acquisition of reading comprehension skill. In M.J. Snowling & C. Hume (Eds.), The Science of Reading: Handbook of Reading Research. Oxford: Blackwell.