Publications
Cognitive Neuroscience and Education
Luk, G. & Christodoulou, J.A. (2023). Cognitive Neuroscience and Education. In P. A. Schutz & K. R. Muis (Eds.) Handbook of Educational Psychology, 4th edition. Routledge. Chapter 17. https://doi.org/10.4324/9780429433726
Summary: This chapter focuses on cognitive neuroscience as it relates to education, and proposes a model of transdisciplinary collaboration offering examples from bilingualism and summer learning outcomes.
Luk, G. & Christodoulou, J.A. (2023). Cognitive Neuroscience and Education. In P. A. Schutz & K. R. Muis (Eds.) Handbook of Educational Psychology, 4th edition. Routledge. Chapter 17. https://doi.org/10.4324/9780429433726
Summary: This chapter focuses on cognitive neuroscience as it relates to education, and proposes a model of transdisciplinary collaboration offering examples from bilingualism and summer learning outcomes.
How neuroscience can help to overcome adversity in education
Romeo, R. & Christodoulou, J.A. (2022). How neuroscience can help to overcome adversity in education. In A. Holliman & K. Sheehy (Eds.), Overcoming adversity in education, 1st edition. Routledge. https://doi.org/10.4324/9781003180029
Summary: This chapter focuses on cognitive neuroscience as it relates to education, and proposes a model of transdisciplinary collaboration offering examples from bilingualism and summer learning outcomes.
Romeo, R. & Christodoulou, J.A. (2022). How neuroscience can help to overcome adversity in education. In A. Holliman & K. Sheehy (Eds.), Overcoming adversity in education, 1st edition. Routledge. https://doi.org/10.4324/9781003180029
Summary: In this chapter, we discuss how the field of educational neuroscience can inform educational practice as it pertains to both endogenous and exogenous adversities with a specific focus on two types: socioeconomic disadvantage and reading disabilities.
Relationships between socioeconomic status and reading development: Cognitive outcomes and neural mechanisms
Romeo, R.R., Imhof, A.M., Bhatia, P., & Christodoulou, J.A. (2020). Relationships between socioeconomic status and reading development: Cognitive outcomes and neural mechanisms. In C. Stevens, E. Pakulak, M. S. Segretin & S. J. Lipina (Eds.), Neuroscientific Perspectives on Poverty (pp. 153-182). Erice, Italy: International Mind, Brain and Education School (Ettore Majorana Foundation for Scientific Culture).
Summary: This chapter focuses on the relationship between reading development and socioeconomic status (SES), with attention to both cognitive outcomes and neural mechanisms.
Romeo, R.R., Imhof, A.M., Bhatia, P., & Christodoulou, J.A. (2020). Relationships between socioeconomic status and reading development: Cognitive outcomes and neural mechanisms. In C. Stevens, E. Pakulak, M. S. Segretin & S. J. Lipina (Eds.), Neuroscientific Perspectives on Poverty (pp. 153-182). Erice, Italy: International Mind, Brain and Education School (Ettore Majorana Foundation for Scientific Culture).
Summary: This chapter focuses on the relationship between reading development and socioeconomic status (SES), with attention to both cognitive outcomes and neural mechanisms.
Asociaciones entre el nivel socioeconomic y el Desarrollo de la lectura: Resultados cognitivos y mecanismos neurales
Romeo, R.R., Imhof, A.M., Bhatia, P., & Christodoulou, J.A. (2019). Asociaciones entre el nivel socioeconomic y el Desarrollo de la lectura: Resultados cognitivos y mecanismos neurales. In S.J. Lipina & M.S. Segretin (Eds.), Exploraciones neurocientíficas de la pobreza (pp. 166-198). Erice, Italy: International Mind, Brain and Education School (Ettore Majorana Foundation for Scientific Culture). ISBN 978-987-86-2055-8.
Summary: This chapter is a translation in Spanish of Romeo et al. (2020).
Romeo, R.R., Imhof, A.M., Bhatia, P., & Christodoulou, J.A. (2019). Asociaciones entre el nivel socioeconomic y el Desarrollo de la lectura: Resultados cognitivos y mecanismos neurales. In S.J. Lipina & M.S. Segretin (Eds.), Exploraciones neurocientíficas de la pobreza (pp. 166-198). Erice, Italy: International Mind, Brain and Education School (Ettore Majorana Foundation for Scientific Culture). ISBN 978-987-86-2055-8.
Summary: This chapter is a translation in Spanish of Romeo et al. (2020).
Reading: Insights on a common skill from uncommon cases
Christodoulou, J.A. (2017). Reading: Insights on a common skill from uncommon cases. In M.S. Schwartz & E.J. Pare-Blagoev (Eds.), Research in Mind, Brain and Education, 1st edition. New York: Routledge. https://doi.org/10.4324/9781315670621a
Summary: This chapter explores the importance of understanding vulnerable learners in the context of their learning settings.
Christodoulou, J.A. (2017). Reading: Insights on a common skill from uncommon cases. In M.S. Schwartz & E.J. Pare-Blagoev (Eds.), Research in Mind, Brain and Education, 1st edition. New York: Routledge. https://doi.org/10.4324/9781315670621a
Summary: This chapter explores the importance of understanding vulnerable learners in the context of their learning settings.
The neurobiological basis of fluency
Katzir, T., Christodoulou, J.A., & Chang, B. (2016). The neurobiological basis of fluency. A. Khateb & I. Bar-Kochva (Eds.), Reading Fluency: Current insights from neurocognitive research and intervention studies (pp. 11-23). https://doi.org/10.1007/978-3-319-30478-6_2
Summary: This chapter provides an overview of reading fluency research, addressing the association of genetics and neurobiology to fluency deficits.
Katzir, T., Christodoulou, J.A., & Chang, B. (2016). The neurobiological basis of fluency. A. Khateb & I. Bar-Kochva (Eds.), Reading Fluency: Current insights from neurocognitive research and intervention studies (pp. 11-23). https://doi.org/10.1007/978-3-319-30478-6_2
Summary: This chapter provides an overview of reading fluency research, addressing the association of genetics and neurobiology to fluency deficits.
Assessing and understanding the needs of dual-language learners
Luk, G. & Christodoulou, J.A. (2016). Assessing and understanding the needs of dual-language learners. In S. Jones & N. Lesaux (Eds.), The Leading Edge of Early Childhood Education Linking Science to Policy for a New Generation (pp. 41-51). Cambridge, MA: Harvard Education Press.
Summary: In this chapter, we examine language and literacy development for children from linguistically diverse households and focus on characteristics of assessments regarding sensitivity to language diversity in young children.
Luk, G. & Christodoulou, J.A. (2016). Assessing and understanding the needs of dual-language learners. In S. Jones & N. Lesaux (Eds.), The Leading Edge of Early Childhood Education Linking Science to Policy for a New Generation (pp. 41-51). Cambridge, MA: Harvard Education Press.
Summary: In this chapter, we examine language and literacy development for children from linguistically diverse households and focus on characteristics of assessments regarding sensitivity to language diversity in young children.
Neuropsychological perspectives on social emotion and self
Immordino-Yang, M.H. & Christodoulou, J.A. (2014). Neuropsychological perspectives on social emotion and self. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International Handbook of Emotions in Education (pp. 607-624). New York, NY: Routledge.
Summary: In this chapter, we review technologies used to study the neurobiology of emotion (lesion studies, neuroimaging, psychophysiological, and hormone-sampling tools) and their potential uses in educational contexts.
Immordino-Yang, M.H. & Christodoulou, J.A. (2014). Neuropsychological perspectives on social emotion and self. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International Handbook of Emotions in Education (pp. 607-624). New York, NY: Routledge.
Summary: In this chapter, we review technologies used to study the neurobiology of emotion (lesion studies, neuroimaging, psychophysiological, and hormone-sampling tools) and their potential uses in educational contexts.
Neurobiological correlates of language and literacy impairments
Mody, M. & Christodoulou, J.A. (2014). Neurobiological correlates of language and literacy impairments. In Stone, C.A., Silliman, E.R., Ehren, B.J., & Wallach, G.P. (Eds.), Handbook of language and literacy: Development and disorders (pp. 45-65). New York: Guilford Press.
Summary: We provide an overview of the processes involved in reading and language across the continuum of ability levels, emphasizing the contributions of neuroimaging findings across modalities.
Mody, M. & Christodoulou, J.A. (2014). Neurobiological correlates of language and literacy impairments. In Stone, C.A., Silliman, E.R., Ehren, B.J., & Wallach, G.P. (Eds.), Handbook of language and literacy: Development and disorders (pp. 45-65). New York: Guilford Press.
Summary: We provide an overview of the processes involved in reading and language across the continuum of ability levels, emphasizing the contributions of neuroimaging findings across modalities.
New frontiers in education neuroscience
Christodoulou, J.A., Saxler, P., & Del Tufo, S.N. (2014). New frontiers in education neuroscience. In A. Holliman (Ed.), The Routledge international companion to educational psychology, 1st edition (pp. 202-212). New York: Routledge. https://doi.org/10.4324/9780203809402
Summary: In this chapter, we address the role of the brain in learning, specifically, in regards to identification, assessment, and prediction of learning from an education neuroscience perspective.
Christodoulou, J.A., Saxler, P., & Del Tufo, S.N. (2014). New frontiers in education neuroscience. In A. Holliman (Ed.), The Routledge international companion to educational psychology, 1st edition (pp. 202-212). New York: Routledge. https://doi.org/10.4324/9780203809402
Summary: In this chapter we address the role of the brain in learning, specifically, in regards to identification, assessment, and prediction of learning from an education neuroscience perspective.
Advances in the neural substrates of language: Toward a synthesis of basic science and clinical research
Kovelman, I., Christodoulou, J.A. & Gabrieli, J.D.E. (2012). Advances in the neural substrates of language: Toward a synthesis of basic science and clinical research. In M. Faust (Ed.) Handbook of the neuropsychology of language (pp. 868-892). London: Wiley-Blackwell.
Summary: In this chapter, we address language development and difficulties in the context of cognitive neuroscience research and clinical implications.
Kovelman, I., Christodoulou, J.A. & Gabrieli, J.D.E. (2012). Advances in the neural substrates of language: Toward a synthesis of basic science and clinical research. In M. Faust (Ed.) Handbook of the neuropsychology of language (pp. 868-892). London: Wiley-Blackwell.
Summary: In this chapter, we address language development and difficulties in the context of cognitive neuroscience research and clinical implications.
The theory of multiple intelligences
Davis, K., Christodoulou, J.A., Seider, S. & Gardner, H. (2011). The theory of multiple intelligences. In R.J. Sternberg & S.B. Kaufman (Eds.), Cambridge Handbook of Intelligence. (pp. 485-503). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511977244
Summary: In this chapter, we review the theory of multiple intelligences and its impact on educational practices.
Davis, K., Christodoulou, J.A., Seider, S. & Gardner, H. (2011). The theory of multiple intelligences. In R.J. Sternberg & S.B. Kaufman (Eds.), Cambridge Handbook of Intelligence. (pp. 485-503). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511977244
Summary: In this chapter, we review the theory of multiple intelligences and its impact on educational practices.
The reading brain
Gabrieli, J.D.E., Christodoulou, J.A., O’Loughlin, T. & Eddy, M. (2010). The reading brain. In D. Sousa (Ed.), Mind, Brain, and Education: Neuroscience implications for the classroom. Bloomington, IN; Solution Tree Press.
Summary: In this chapter, we provide historical and current perspectives on the study of the brain for understanding literacy.
Gabrieli, J.D.E., Christodoulou, J.A., O’Loughlin, T. & Eddy, M. (2010). The reading brain. In D. Sousa (Ed.), Mind, Brain, and Education: Neuroscience implications for the classroom. Bloomington, IN; Solution Tree Press.
Summary: In this chapter, we provide historical and current perspectives on the study of the brain for understanding literacy.