Cookies on this website

We use cookies to ensure that we give you the best experience on our website. If you click 'Accept all cookies' we'll assume that you are happy to receive all cookies and you won't see this message again. If you click 'Reject all non-essential cookies' only necessary cookies providing core functionality such as security, network management, and accessibility will be enabled. Click 'Find out more' for information on how to change your cookie settings.

This event will be held online.

Across development, children continually encounter new words and incorporate these words into their vocabulary. This ability to learn new words in turn influences how children process spoken language, which subsequently lays a critical foundation for reading development. A key area in which these relationships are observed is the extent to which children are sensitive to phonological similarity, or overlap in sound information between words (e.g., rhyming words such as cake and lake).

In the first part of the talk, I will review two studies which have revealed that children with reading and language challenges experience difficulties learning, remembering, and processing phonologically similar spoken words. Following this, I will discuss a new study our group is conducting that uses repetitive transcranial magnetic stimulation (rTMS) to test a causal model of word learning and processing in the brain. By performing these studies, our aim is to contribute to the development of brain-informed approaches for promoting optimal language and reading acquisition in individuals with learning challenges.


Find out more about the speakers:

Jeffrey Malins

Nikki Arrington


Talk links will be sent to the EP Seminars list a week before the talk. Contact Emma James ( if you are not on the list and would like to join the seminar.