Kronschnabel, J., Schmid, R., 1Maurer, U., 1Brandeis, D. (in press). Visual print tuning deficits in dyslexic adolescents under minimized phonological demands. Neuroimage. [1 shared senior authorship]
Yoncheva, Y. N., Maurer, U., Zevin, J. D., & McCandliss, B. D. (2013). Effects of rhyme and spelling patterns on auditory word ERPs depend on selective attention to phonology. Brain and Language, 124, 238-43.
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H T., Lohvansuu, K., O'Donovan, M., Hill, G., Williams, J., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Streiftau, S., Tóth, D., Honbolygó, F., Csépe, V., Bogliotti, C., Iannuzzi, S., Chaix, Y., Démonet, J.-F., Longeras, E., Valdois, S., Chabernaud, C., Delteil-Pinton, F., Billard, C., George, F., Ziegler, J., Comte-Gervais, I., Soares-Boucaud, I., Gérard, C.-L., Blomert, L., Vaessen, A., Gerretsen, P., Ekkebus, M., Brandeis, D., Maurer, U., Schulz, E., van der Mark, S., Schulte-Körne, G. (in press). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry.
Becker, J., Czamara, D., Hoffmann, P., Landerl, K., Blomert, L., Brandeis, D., Vaessen, A., Maurer, U., Moll, K., Ludwig, K. U., Müller-Myhsok, B., Nöthen, M. M., Schulte-Körne, G., & Schumacher, J. (2012). Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling. Translational Psychiatry, 2, e136.
Maurer, U., Schulz, E., Brem, van der Mark, S., Bucher, K., S., Martin, E., & Brandeis, D. (2011). The development of print tuning in children with dyslexia: evidence from longitudinal ERP data supported by fMRI. Neuroimage, 57, 714-722.
Van der Mark, S., Klaver, P., Bucher, K., Maurer, U., Schulz, E., Brem, S., Loenneker, T., Martin, E., & Brandeis, D. (2011). The left occipitotemporal system in reading: focal functional connectivity to the language system in controls but not in dyslexic children. Neuroimage, 54 (3), 2426-2436.
Zevin, J. D., Datta, H., Maurer, U., Rosania, K. A., & McCandliss, B. D. (2010). Native language experience influences the topography of the mismatch negativity to speech. Frontiers in Human Neuroscience, 4, 212.
Maurer, U., Blau, V. C., Yoncheva, Y. N., & McCandliss, B. D. (2010). N170 in learning to read a novel script: early visual familiarity enhances right lateralization. Developmental Neuropsychology, 35, 404-422.
Yoncheva, Y. N., Blau, V. C., Maurer, U., & McCandliss, B. D. (2010). N170 in learning to read a novel script: the impact of attending to phonology on lateralization. Developmental Neuropsychology, 35, 423-445.
Yoncheva, Y. N., Zevin, J. D., Maurer, U., & McCandliss, B. D. (2010). Auditory selective attention to speech modulates activity in the visual word form area. Cerebral Cortex, 20, 622-632.
Maurer, U., Bucher, K., Brem, S., Benz R., Kranz, F., Schulz, E., van der Mark, S., Steinhausen, H.-C., Brandeis, D. (2009). Neurophysiology in preschool improves behavioral prediction of reading ability throughout primary school. Biological Psychiatry, 66, 341-348.
1Schulz, E., 1Maurer, U., van der Mark, S., Bucher, K., Brem, S., Martin, E., & Brandeis, D. (2009). Reading for meaning in dyslexic and young children: EEG and fMRI evidence for distinct neural pathways but common endpoints. Neuropsychologia, 47 (12), 2544-2557 [1 equal contributions]
Van der Mark, S., Bucher, K., Maurer, U., Schulz, E., Brem, S., Buckelmüller, J., Kronbichler, M., Loenneker, T., Klaver, P., Martin, E., & Brandeis, D. (2009). Children with dyslexia lack multiple specializations along the visual word form (VWF) system. Neuroimage, 47(4), 1940-1949.
Maurer, U., Rossion, B., & McCandliss, B. D. (2008). Category specificity in early perception: face and word N170 responses differ in both lateralization and habituation properties. Frontiers in Human Neuroscience, 2 (18).
Maurer, U., Zevin, J. D., & McCandliss, B. D. (2008). Left-lateralized N170 effects of visual expertise in reading: evidence from Japanese syllabic and logographic scripts. Journal of Cognitive Neuroscience, 20(10), 1878-1891.
1Schulz, E., 1Maurer, U., van der Mark, S., Bucher, K., Brem, S., Martin, E., & Brandeis, D. (2008). Impaired semantic processing during sentence reading in children with dyslexia: combined fMRI and ERP evidence. Neuroimage, 41(1):153-168. [1 equal contributions]
Maurer, U., Brem, S., Bucher, K., Kranz, F., Benz, R., Halder, P., Steinhausen, H.-C., & Brandeis, D. (2007). Impaired tuning of a fast occipito-temporal response to print in dyslexic children learning to read. Brain, 130, 3200-3210.
Blau, V., Maurer, U., Tottenham, N., & McCandliss, B. D. (2007). The face-specific N170 component is modulated by emotional facial expression. Behavioral and Brain Functions, 3(7).
Maurer, U., Brem, S., Kranz, F., Bucher, K., Benz, R., Halder, P., Steinhausen, H.-C., & Brandeis, D. (2006). Coarse neural tuning for print peaks when children learn to read. Neuroimage, 33(2), 749-758.
Maurer, U., Brandeis, D., & McCandliss, B. (2005). Fast, visual specialization for reading in English revealed by the topography of the N170 ERP response. Behavioral and Brain Functions, 1(1), 13.
Maurer, U., Brem, S., Bucher, K., & Brandeis, D. (2005). Emerging neurophysiological specialization for letter strings. Journal of Cognitive Neuroscience, 17(10), 1532-1552.
Brem, S., Lang-Dullenkopf, A., Maurer, U., Halder, P., Bucher, K., &
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Brandeis, D. (2005). Neurophysiological signs of rapidly emerging visual expertise for symbol strings. Neuroreport, 16(1), 45-48.
Maurer, U., Bucher, K., Brem, S., & Brandeis, D. (2003). Altered responses to tone and phoneme mismatch in kindergartners at familial dyslexia-risk. Neuroreport, 14(17), 2245-50.
Maurer, U., Bucher, K., Brem, S., & Brandeis, D. (2003). Development of the automatic mismatch response: from frontal positivity in kindergarten children to the mismatch negativity. Clinical Neurophysiology, 114(5), 808-817.
Submitted articles
Brem, S., Bach, S., Lyytinen, H., Maurer, U., Richardson, U., Brandeis, D. (submitted). Electrophysiological correlate of print processing in kindergarten – a predictor of reading outcome?
Landerl, K., Moll, K., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Streiftau, S., Lyytinen, H., Leppänen, P. H. T., Lohvansuu, K., Tóth, D., Honbolygó, F., Csépe, V., Gerretsen, P., Ekkebus, M., Bogliotti, C., Iannuzzi, S., Démonet, J.-F., Longeras, E., Valdois, S., George, F., Soares-Boucaud, I., Le Heuzey, M.-F., Billard, C., O'Donovan, M., Hill, G., Williams, J., Brandeis, D., Maurer, U., Schulz, E., van der Mark, S., Schulte-Körne, G., Ramus, F. (submitted). Cognitive mechanisms underlying reading and spelling development in five European orthographies: Is English an outlier orthography?
Yoncheva, Y., Maurer, U., Zevin, J. D., McCandliss, B. D. (submitted). Selective attention to phonology modulates initial encoding of auditory words within the left hemisphere.
Kalindi, S., McBride-Chang, C., Chan, S., Chung, K. H. K., Lee, C.-Y., Maurer, U., Tong, X. (submitted). A Short Test of Word Recognition for English Language Learners.
Book chapters
Maurer, U., & McCandliss, B. D. (2007). The development of visual expertise for words: the contribution of electrophysiology. In: Grigorenko EL & Naples AJ, editors. Single-word reading: biological and behavioural perspectives (pages 43-64), Mahwah, NJ: Lawrence Erlbaum Associates.
