 Reading
"Reading" is a descriptor in the National Library of Medicine's controlled vocabulary thesaurus,
MeSH (Medical Subject Headings). Descriptors are arranged in a hierarchical structure,
which enables searching at various levels of specificity.
No definition found.
| Descriptor ID |
D011932
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| MeSH Number(s) |
L01.559.423.557
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| Concept/Terms |
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Below are MeSH descriptors whose meaning is more general than "Reading".
Below are MeSH descriptors whose meaning is more specific than "Reading".
This graph shows the total number of publications written about "Reading" by people in this website by year, and whether "Reading" was a major or minor topic of these publications.
To see the data from this visualization as text, click here.
| Year | Major Topic | Minor Topic | Total |
|---|
| 1995 | 1 | 0 | 1 | | 1998 | 0 | 2 | 2 | | 2000 | 1 | 1 | 2 | | 2001 | 2 | 0 | 2 | | 2002 | 4 | 1 | 5 | | 2003 | 1 | 2 | 3 | | 2004 | 0 | 1 | 1 | | 2005 | 1 | 3 | 4 | | 2006 | 2 | 2 | 4 | | 2007 | 3 | 4 | 7 | | 2008 | 3 | 3 | 6 | | 2009 | 1 | 0 | 1 | | 2010 | 6 | 2 | 8 | | 2011 | 3 | 3 | 6 | | 2012 | 2 | 2 | 4 | | 2013 | 3 | 1 | 4 | | 2014 | 5 | 4 | 9 | | 2015 | 3 | 1 | 4 | | 2016 | 6 | 1 | 7 | | 2017 | 6 | 3 | 9 | | 2018 | 1 | 5 | 6 | | 2019 | 2 | 0 | 2 | | 2020 | 4 | 1 | 5 | | 2021 | 4 | 2 | 6 | | 2022 | 2 | 3 | 5 | | 2024 | 2 | 4 | 6 |
To return to the timeline, click here.
Below are the most recent publications written about "Reading" by people in Profiles.
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Irani ZA, Sheridan AMC, Anderson V, Silk TJ, Weinborn M, Gavett BE. Pediatric cognitive reserve moderates the effect of brain structure in attention-deficit/hyperactivity disorder: Evidence for an optimized residual approach. Neuropsychology. 2025 Jan; 39(1):1-15.
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Ceko M, Hirshfield L, Doherty E, Southwell R, D'Mello SK. Cortical cognitive processing during reading captured using functional-near infrared spectroscopy. Sci Rep. 2024 08 22; 14(1):19483.
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Zhu Z, Zuckerman AP, Shero JA, Willcutt EG, Thompson LA, Petrill SA. How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach. Dev Psychol. 2024 Dec; 60(12):2385-2395.
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Kim AE, McKnight SM, Miyake A. How variable are the classic ERP effects during sentence processing? A systematic resampling analysis of the N400 and P600 effects. Cortex. 2024 Aug; 177:130-149.
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Leopold DR, Kim H, Carlson KW, Rowe MA, Groff BR, Major MP, Willcutt EG, Cutting LE, Banich MT. Stimulus shapes strategy: Effects of stimulus characteristics and individual differences in academic achievement on the neural mechanisms engaged during the N-back task. Dev Cogn Neurosci. 2024 04; 66:101372.
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Mills C, Southwell R, D'Mello SK. Sadness facilitates "deeper" reading comprehension: a behavioural and eye tracking study. Cogn Emot. 2024 02; 38(1):171-179.
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Trane FE, Willcutt EG. Attention-Deficit/Hyperactivity Disorder and Academic Functioning: Reading, Writing, and Math Abilities in a Community Sample of Youth with and without ADHD. Res Child Adolesc Psychopathol. 2023 04; 51(4):583-596.
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Doust C, Fontanillas P, Eising E, Gordon SD, Wang Z, Alag?z G, Molz B, Pourcain BS, Francks C, Marioni RE, Zhao J, Paracchini S, Talcott JB, Monaco AP, Stein JF, Gruen JR, Olson RK, Willcutt EG, DeFries JC, Pennington BF, Smith SD, Wright MJ, Martin NG, Auton A, Bates TC, Fisher SE, Luciano M. Discovery of 42 genome-wide significant loci associated with dyslexia. Nat Genet. 2022 11; 54(11):1621-1629.
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Martinez KM, Holden LR, Hart SA, Taylor J. Examining mindset and grit in concurrent and future reading comprehension: A twin study. Dev Psychol. 2022 Nov; 58(11):2171-2183.
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Eising E, Mirza-Schreiber N, de Zeeuw EL, Wang CA, Truong DT, Allegrini AG, Shapland CY, Zhu G, Wigg KG, Gerritse ML, Molz B, Alag?z G, Gialluisi A, Abbondanza F, Rimfeld K, van Donkelaar M, Liao Z, Jansen PR, Andlauer TFM, Bates TC, Bernard M, Blokland K, Bonte M, B?rglum AD, Bourgeron T, Brandeis D, Ceroni F, Cs?pe V, Dale PS, de Jong PF, DeFries JC, D?monet JF, Demontis D, Feng Y, Gordon SD, Guger SL, Hayiou-Thomas ME, Hern?ndez-Cabrera JA, Hottenga JJ, Hulme C, Kere J, Kerr EN, Koomar T, Landerl K, Leonard GT, Lovett MW, Lyytinen H, Martin NG, Martinelli A, Maurer U, Michaelson JJ, Moll K, Monaco AP, Morgan AT, N?then MM, Pausova Z, Pennell CE, Pennington BF, Price KM, Rajagopal VM, Ramus F, Richer L, Simpson NH, Smith SD, Snowling MJ, Stein J, Strug LJ, Talcott JB, Tiemeier H, van der Schroeff MP, Verhoef E, Watkins KE, Wilkinson M, Wright MJ, Barr CL, Boomsma DI, Carreiras M, Franken MJ, Gruen JR, Luciano M, M?ller-Myhsok B, Newbury DF, Olson RK, Paracchini S, Paus T, Plomin R, Reilly S, Schulte-K?rne G, Tomblin JB, van Bergen E, Whitehouse AJO, Willcutt EG, St Pourcain B, Francks C, Fisher SE. Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people. Proc Natl Acad Sci U S A. 2022 08 30; 119(35):e2202764119.
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