Elizabeth Norton


Elizabeth Norton


esn at


Elizabeth received her PhD from Tufts University in 2012 and BA from Dartmouth College in 2005. Her research focuses on using cognitive neuroscience to identify and understand developmental disabilities, including reading difficulties and dyslexia, as well as autism spectrum disorders. As a former high school teacher at Landmark School, she is also interested in bridging neuroscience research to education and applied settings.

In the realm of reading and language, Elizabeth is interested in rapid automatized naming (RAN), the development of reading fluency, and subtypes of dyslexia. In the Gabrieli Lab, Elizabeth works primarily on the READ Study, using MRI and EEG brain imaging to help predict which kindergarten children will go on to have dyslexia.

Elizabeth is also the Schwinn Family Fellow and works with the Simons Center for the Social Brain at MIT. On that project, she is investigating the neural basis of face processing in typical development and autism using simultaneous EEG-fMRI.

Selected publications:

Norton, E. S., Beach, S. D., & Gabrieli, J. D. E. (in press). Neurobiology of dyslexia. Current Opinion in Neurobiology. DOI: 10.1016/j.conb.2014.09.007.

Norton, E. S., Black, J. M., Stanley, L. M., Tanaka, H., Gabrieli, J. D. E., Sawyer, C., & Hoeft, F. (2014). Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. Neuropsychologia, 61, 235-246. DOI: 10.1016/j.neuropsychologia.2014.06.015

Saygin, Z.*, Norton, E. S.*, Osher, D., Beach, S. D., Cyr, A. B., Ozernov-Palchik, O., Yendiki, A., Fischl, B., Gaab, N., & Gabrieli, J. D. E. (2013). Tracking the roots of reading ability: White matter volume and integrity correlate with phonological awareness in pre-reading kindergarten children. The Journal of Neuroscience, 33(33), 13251-13258. DOI: 10.1523/JNeurosci.4383-12.2013 (*Authors contributed equally)

Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452. DOI: 10.1146/annurev-psych-120710-100431.

Kovelman, I., Norton, E. S., Gaab, N., Christodoulou, J. A., Triantafyllou, C., Lieberman, D. A., Lymberis, J., Wolf, M., Whitfield-Gabrieli, S., & Gabrieli, J. D. E. (2011). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cerebral Cortex, 22(4), 754-764. DOI: 10.1093/cercor/bhr094.

Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., Lovett, M., & Morris, R. (2009). The RAVE-O intervention: Connecting neuroscience to the classroom. Mind, Brain and Education, 3(2), 84-93.

Wolf, M., Gottwald, S., Galante, W., Norton, E., & Miller, L. (2009). How the origins of reading inform reading instruction. In P. McCardle & K. 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: Routledge.

Norton, E. S., Kovelman, I., & Petitto, L. A. (2007). Are there separate neural systems for spelling? New insights into the role of rules and memory in spelling from fMRI. Mind, Brain and Education, 1(1), 48-59.

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