We describe for the very first time the fast dynamics of functional and effective (causal) connectivity during term reading. which involves the removal of info from orthographic symbols and requires the engagement of multiple visual, auditory, and language networks. This results in the emergence of complex and nuanced systems of semantics, pronunciation, grammar, and syntax. Attempts to determine how the brain processes orthographyCand importantly, the impairments of such processingChave yielded useful frameworks from which to attract upon [1], [2]. As reading skill evolves, founded neural real estate is definitely recycled and fresh mind networks are 248594-19-6 supplier created to support the task [3]. Even though much has been found out with regard to mapping reading functions onto brain locations, however, the communication within and across these networks remains relatively unexplored. A useful approach to examining networks is definitely to investigate those mind areas that are critical for appropriate functioning. To that end, several studies have identified a region in remaining ventral occipito-temporal cortex (vOT), specifically in the remaining posterior fusiform gyrus, that is essential to orthographic processing [4]. Dehaene and Cohen [3], among others, have championed the specialty area of this region for orthographic control, and named it the visual term form area (VWFA). The VWFA is definitely nestled between fundamental visual and high-level language processing centers in the brain, affording it efficient access to these areas. A meta-analysis of 35 neuroimaging (fMRI and PET) studies further supported the notion of the VWFA like a central hub, important 248594-19-6 supplier for processing orthographically-proper stimuli, that also relays visual term info to higher-level sites for further processing [5]. Moreover, a growing 248594-19-6 supplier literature has shown white matter pathways linking the VWFA to mind areas related to reading, including occipital sites and language centers in the remaining hemisphere [6], [7]. The VWFA offers been shown to respond preferentially to orthographic stimuli in specific ways. Neuroimaging studies have shown that consonant strings elicit activity in the VWFA, while checkerboards do not [8]. Additionally, it has been shown the VWFA responds to written, but not to spoken, terms [9]. Similarly, this region shows higher activation for terms and word-like stimuli than for equally complex non-word-like stimuli [8]. Importantly, this activity is not dependent on the visual hemifield to which the term is definitely offered [8]. That is, regardless of the location of the term in space, the information is definitely routed to the VWFA in the remaining hemisphere CACN2 for control. Neuropsychological lesion studies show that damage to the VWFA may lead to deficits in reading overall performance, and perhaps even alexia, the inability to read [10], [11]. Event-related potential (ERP) studies have recognized a reproducible bad maximum in the ERP localized to the VWFA approximately 248594-19-6 supplier 170 milliseconds (N170) specifically after the demonstration of a term [12]. The unilateral N170 ERP component generated from the VWFA is considered to be the standard measure of term form processing, and is used like a benchmark for ERP studies of term reading. In their meta-analysis, Jobard and colleagues [5] recognized higher-level mind areas responsible for term processing beyond the pre-lexical orthographic processing presumed to be accomplished by the VWFA. After fundamental term form processing, several cortical sites allow for semantic access, including remaining anterior [4]and posterior [13] middle temporal gyrus (MTG), remaining basal temporal areas, angular gyrus [4], [13] and 248594-19-6 supplier remaining substandard frontal gyrus (IFG, pars triangularis) [14]. In the stage of grapho-phonological conversionCconverting the word forms into soundsC remaining MTG and STG, remaining IFG (pars opercularis), and remaining supramarginal gyrus are engaged. Importantly, the details of the relationships among these areas during term reading, on a time level of tens.