Learning to read involves exposure to large amounts of print in a focused period of time during childhood. How does this environmental transition affect cortical circuits for visual perception and shape recognition? I will present data from a developmental study of reading examining the relation between reading skill, cortical function and white matter properties in school age children. Functional properties in area MT+, and white matter properties in temporal callosal fibers, are both correlated with reading skill. I will discuss possible interpretations of these findings within a general model of the reading pathways.
