Kenneth R. Pugh

Dr. Pugh is the President and Director of Research at Haskins Laboratories, a Yale University and University of Connecticut affiliated inter-disciplinary institute, dedicated to the investigation of the biological bases of language. He also holds academic appointments as a Professor in the Department of Psychology at the University of Connecticut, and as an Associate Professor in the Department of Linguistics at Yale University. Dr. Pugh also directs the Yale Reading Center. He is a member of the Scientific Advisory Board for the International Dyslexia Association, a corresponding member of the Rodin Remediation Academy in Stockholm, and served for four years as a Member of the Language and Communications Study Section at the National Institutes of Health (NIH). Dr. Pugh is currently serving as a member of the "Committee on the Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy" at the National Research Council of the National Academies. His research program falls primarily in two broad domains: cognitive neuroscience and psycholinguistics. A fundamental interest continues to be research into the neurobiology of typical and atypical language and reading development in children.

Representative Publications:

• Pugh, K., Shaywitz, B., Constable, T., Shaywitz, S., Skudlarski, P., Fulbright, R., Bronen, R., Shankweiler, D., Katz, L., Fletcher, J., & Gore, J. (1996). Cerebral organization of component processes in reading. Brain, 119, 1221-1238.
• 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.
• Pugh, K. R., Frost, S. J., Sandak, R., Landi, N., Rueckl, J. G., Constable, R.T, Fulbright, R., Katz, L., & Mencl, W. E (2008). Effects of stimulus difficulty and repetition on printed word identification: An fMRI comparison of non-impaired and reading disabled adolescent cohorts. Journal of Cognitive Neuroscience, 20, 1146-1160.