Publications
Neurocognitive mechanisms of co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing
Marks, R. A., Pollack, C., Meisler, S. L., D'Mello, A. M., Centanni, T. M., Romeo, R. R., Wade, K., Matejko, A. A., Ansari, D., Gabrieli, J. D. E., & Christodoulou, J. A. (2024). Neurocognitive mechanisms of co‐occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing. Developmental Science, 27(2), e13443. https://doi.org/10.1111/desc.13443
Summary: Children with reading disabilities (RD) frequently have a co-occurring math disability (MD), but the mechanisms behind this high comorbidity are not well understood. Children with RD only versus RD+MD did not differ in their phonological processing, either behaviorally or in the brain.
RD+MD was associated with additional behavioral difficulties in working memory, and reduced visual cortex activation during a visuospatial working memory task.
Marks, R. A., Pollack, C., Meisler, S. L., D'Mello, A. M., Centanni, T. M., Romeo, R. R., Wade, K., Matejko, A. A., Ansari, D., Gabrieli, J. D. E., & Christodoulou, J. A. (2024). Neurocognitive mechanisms of co‐occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing. Developmental Science, 27(2), e13443. https://doi.org/10.1111/desc.13443
Summary:
Children with reading disabilities (RD) frequently have a co-occurring math disability (MD), but the mechanisms behind this high comorbidity are not well understood. Children with RD only versus RD+MD did not differ in their phonological processing, either behaviorally or in the brain.
RD+MD was associated with additional behavioral difficulties in working memory, and reduced visual cortex activation during a visuospatial working memory task.
Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19
Marks, R. A., Norton, R. T., Mesite, L., Fox, A. B., & Christodoulou, J. A. (2023). Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19. Reading and Writing, 36(2), 401–428. https://doi.org/10.1007/s11145-022-10361-8
Summary: During a year of school closure due to COVID-19, reading outcomes were better predicted by resilience than by risk factors among high school students with language-based learning disabilities.
Marks, R. A., Norton, R. T., Mesite, L., Fox, A. B., & Christodoulou, J. A. (2023). Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19. Reading and Writing, 36(2), 401–428.
Summary: During a year of school closure due to COVID-19, reading outcomes were better predicted by resilience than by risk factors among high school students with language-based learning disabilities.
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.
Dissociating executive function and ADHD influences on reading ability in children with dyslexia
Al Dahhan, N. Z., Halverson, K., Peek, C. P., Wilmot, D., D'Mello, A., Romeo, R. R., Meegoda, O., Imhof, A., Wade, K., Sridhar, A., Falke, E., Centanni, T. M., Gabrieli, J. D. E., & Christodoulou, J. A. (2022). Dissociating executive function and ADHD influences on reading ability in children with dyslexia. Cortex, 153, 126–142. https://doi.org/10.1016/j.cortex.2022.03.025
Summary: Executive function challenges in dyslexia, independent of ADHD status, were associated with greater difficulties in reading fluency and greater reductions of activation in response to print in the typical left-hemisphere reading network.
Al Dahhan, N. Z., Halverson, K., Peek, C. P., Wilmot, D., D'Mello, A., Romeo, R. R., Meegoda, O., Imhof, A., Wade, K., Sridhar, A., Falke, E., Centanni, T. M., Gabrieli, J. D. E., & Christodoulou, J. A. (2022). Dissociating executive function and ADHD influences on reading ability in children with dyslexia. Cortex, 153, 126–142. https://doi.org/10.1016/j.cortex.2022.03.025
Summary: Executive function challenges in dyslexia, independent of ADHD status, were associated with greater difficulties in reading fluency and greater reductions of activation in response to print in the typical left-hemisphere reading network.
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).
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.