Donald Shankweiler

Donald P. Shankweiler[1][2] is an eminent psychologist and cognitive scientist who has done pioneering work on the relationship between brain and language. He is a Professor Emeritus of Psychology at the University of Connecticut, a Senior Scientist at Haskins Laboratories in New Haven, Connecticut, and a member of the Board of Directors[3] at Haskins.

Career

Donald Shankweiler's research career has spanned a number of areas related speech perception, reading, and cognitive neuroscience. His main interests have been studying the acquisition of reading and writing, understanding disorders of reading, writing, and spoken language, and exploring the representation of spoken and written language in the brain.

Representative Publications

• Lukatela, K., Shankweiler, D., & Crain, S. (1995). Syntactic processwing in agrammatic aphasia by speakers of a Slavic language. Brain and Language, 19, 50-76.
• Shankweiler, D., Crain, S., Katz, L., Fowler, A., Liberman, A. M., Brady, S., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. Steubing, K., Shaywitz, S. E., & Shaywitz, B. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6, 149-156.
• Shankweiler, D., Lundquist, E., Katz, L., Steubing, 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. Scientific Studies of Reading, 3, 95-112.
• Shankweiler, D. (1999). Words to meanings. Scientific Studies of Reading, 3, 113-127.
• Ni, W., Constable, R. T., Mencl, W. E., Pugh, K., Fulbright, R., Shaywitz, S., Shaywitz, B., Gore, J. & Shankweiler, D. (2000). An event-related neuroimaging study distinguishing form and content in sentence processing. Journal of Cognitive Neuroscience, 12, 120-133.
• Pugh, K., Mencl, E.W., 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.
• Crain, S., Ni, W., & Shankweiler, D. (2001). Grammatism. Brain and Language, 77, 294-304.
• Braze, D., Shankweiler, D.P., Ni, W., & Palumbo, L.C. (2002). Reader's eye movements distinguish anomalies of form and content. Journal of Psycholinguistic Research, 31, 25-44.
• Constable, R.T., Pugh, K. R., Berroya, E., Mancl, W. E., Westerveld, M., Ni, W., & Shankweiler, D. (2004). Sentence complexity and imput modality effects in sentence comprehension: An fMRI study. NeuroImage, 22, 11-21.
• Shankweiler, D., Palumbo, L. C., Ni, W., Mencl, W. E., Fulbright, R., Pugh, K. R., Constable, R. T., Harris, K.S., Kollia, B., & Van Dyke, J. (2004). Unexpected recovery of language function after massive left-hemisphere infarct: Coordinated psycholinguistic and neuroimaging studies. Brain and Language, 91, 181-182.
• Shankweiler, D. & Fowler, A. E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17, 483-515.
• Fletcher-Flinn, C. M.., Shankweiler, D., & Frost, S. J. (2004). Coordination of reading and spelling in early literacy: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17, 617-644.
• Byrne, B., Shankweiler, D., & Hine, D.W. (in press). Reading development of children at risk for dyslexia. To appear in M. Mody & K. Silliman (Eds.), Language impairment and reading disability: Interactions among brain, behavior, and experience. New York: Guilford.
• Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (in press). Speaking up for Vocabulary: Reading Skill Differences in Young Adults. Journal of Learning Disabilities.
• LeVasseur, V., Macaruso, P., Palumbo, L., & Shankweiler, D. (2006). Syntactically cued text facilitates oral reading fluency in developing readers. Applied Psycholinguistics, 27, 423-445.