Publications
White matter microstructural plasticity associated with educational intervention in reading disability
Meisler, S. L., Gabrieli, J. D. E., & Christodoulou, J. A. (2024). White matter microstructural plasticity associated with educational intervention in reading disability. Imaging Neuroscience, 2, 1–18. https://doi.org/10.1162/imag_a_00108
Summary: Over summer vacation, student reading outcomes included both score gains and losses, and these reading score changes were associated with brain plasticity via white matter tract changes within core reading brain circuitry.
Meisler, S. L., Gabrieli, J. D. E., & Christodoulou, J. A. (2024). White matter microstructural plasticity associated with educational intervention in reading disability. Imaging Neuroscience, 2, 1–18. https://doi.org/10.1162/imag_a_00108
Summary: Over summer vacation, student reading outcomes included both score gains and losses, and these reading score changes were associated with brain plasticity via white matter tract changes within core reading brain circuitry.
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.
Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates
Romeo, R. R., Uchida, L., & Christodoulou, J. A. (2022). Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates. New Directions for Child and Adolescent Development, 2022(183-184), 57–70. https://doi.org/10.1002/cad.20475
Summary: In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective, focusing on reading achievement and intervention outcomes.
Romeo, R. R., Uchida, L., & Christodoulou, J. A. (2022). Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates. New Directions for Child and Adolescent Development, 2022(183-184), 57–70. https://doi.org/10.1002/cad.20475
Summary: In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective, focusing on reading achievement and intervention outcomes.
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).
Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention
Romeo, R. R., Christodoulou, J. A., Halverson, K. K., Murtagh, J., Cyr, A. B., Schimmel, C., Chang, P., Hook, P. E., & Gabrieli, J. D. E. (2018). Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention. Cerebral Cortex, 28(7), 2297–2312. https://doi.org/10.1093/cercor/bhx131
Summary: Effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home
Romeo, R. R., Christodoulou, J. A., Halverson, K. K., Murtagh, J., Cyr, A. B., Schimmel, C., Chang, P., Hook, P. E., & Gabrieli, J. D. E. (2018). Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention. Cerebral Cortex, 28(7), 2297–2312. https://doi.org/10.1093/cercor/bhx131
Summary: Effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments.
Prevent summer learning loss before it happens
Christodoulou, J.A. (2017). Prevent summer learning loss before it happens. Landmark360.
Summary: Summer learning outcomes can potentially impact students who are vulnerable learners; this article discusses how to optimize summer learning opportunities.
Christodoulou, J.A. (2017). Prevent summer learning loss before it happens. Landmark360 (https://www.landmarkschool.org/our-school/landmark-360-blog/?id=253261/prevent-summer-learning-loss-before-it-happens)
Summary: Summer learning outcomes can potentially impact students who are vulnerable learners; this article discusses how to optimize summer learning opportunities.
Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school
Christodoulou, J. A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. J., Hook, P., & Gabrieli, J. D. (2017). Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. Journal of Learning Disabilities, 50(2), 115–127. https://doi.org/10.1177/0022219415617163
Summary: This study offers direct evidence for widening differences in reading abilities between students with reading disabilities/disabilities who do and do not receive intensive reading instruction during summer vacation.
Christodoulou, J. A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. J., Hook, P., & Gabrieli, J. D. (2017). Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. Journal of Learning Disabilities, 50(2), 115–127. https://doi.org/10.1177/0022219415617163
Summary: This study offers direct evidence for widening differences in reading abilities between students with reading disabilities/disabilities who do and do not receive intensive reading instruction during summer vacation.
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.
Summer vacation: Important insights for reading development
Christodoulou, J.A. & Hoeft, F. (2015). Summer vacation: Important insights for reading development. International Dyslexia Association (https://eida.org).
Summary: The value of offering reading activities and programs during the summer is discussed in the context of vulnerable readers.
Christodoulou, J.A. & Hoeft, F. (2015). Summer vacation: Important insights for reading development. International Dyslexia Association (https://eida.org).
Summary: The value of offering reading activities and programs during the summer is discussed in the context of vulnerable readers.
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.