Efficient cognition requires flexible interactions between distributed neural networks in the human brain. These networks adapt to challenges by flexibly recruiting different regions and connections. In this talk, I will discuss how we study functional network plasticity and reorganization with combined neurostimulation and neuroimaging across the adult life span. I will argue that short-term plasticity enables flexible adaptation to challenges, via functional reorganization. My key hypothesis is that disruption of higher-level cognitive functions such as language can be compensated for by the recruitment of domain-general networks in our brain. Examples from healthy young brains illustrate how neurostimulation can be used to temporarily interfere with efficient processing, probing short-term network plasticity at the systems level. Examples from people with dyslexia help to better understand network disorders in the language domain and outline the potential of facilitatory neurostimulation for treatment. I will also discuss examples from aging brains where plasticity helps to compensate for loss of function. Finally, examples from lesioned brains after stroke provide insight into the brain’s potential for long-term reorganization and recovery of function. Collectively, these results challenge the view of a modular organization of the human brain and argue for a flexible redistribution of function via systems plasticity.

Recent insights from auditory neuroscience provide a new perspective on how the brain encodes speech. Using these recent insights, I will provide an overview of key factors underpinning individual differences in children’s development of language and phonology, providing a context for exploring atypical reading development (dyslexia). Children with dyslexia are relatively insensitive to acoustic cues related to speech rhythm patterns. This lack of rhythmic sensitivity is related to the atypical neural encoding of rhythm patterns in speech by the brain. I will describe our recent data from infants as well as children, demonstrating developmental continuity in the key neural variables.

How do children learn to read in different countries? How do deficits in various components of the reading network affect learning outcomes? What are the consequences of such deficits in different languages? In this talk, I will present a full-blown developmentally plausible computational model of reading acquisition that has been implemented in English, French, Italian and German. The model can simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. I will use the model to show how cross-language differences affect the learning-to-read process in different languages and to investigate to what extent similar deficits will produce similar or different manifestations of dyslexia in different languages.