A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages

Pollack, C., Luk, G., & Christodoulou, J. A. (2015). A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages. Frontiers in Psychology, 6, 191. https://doi.org/10.3389/fpsyg.2015.00191 

Summary: This meta-analysis of reading brain activation in typical and atypical readers of English, Dutch, Italian, German, French, and Norwegian showed common and distinct regions of activation, and support the universality of a signature pattern of brain activation in developmental dyslexia across alphabetic languages.

Physiological consequences of abnormal connectivity in a developmental epilepsy

Shafi, M. M., Vernet, M., Klooster, D., Chu, C. J., Boric, K., Barnard, M. E., Romatoski, K., Westover, M. B., Christodoulou, J. A., Gabrieli, J. D., Whitfield-Gabrieli, S., Pascual-Leone, A., & Chang, B. S. (2015). Physiological consequences of abnormal connectivity in a developmental epilepsy. Annals of Neurology, 77(3), 487–503. https://doi.org/10.1002/ana.24343 

Summary: Our findings indicate that patients with epilepsy from gray matter heterotopia have altered cortical physiology consistent with hyperexcitability, and that this abnormality is specifically linked to the presence of aberrant connectivity.

Brain bases of reading fluency in typical reading and impaired fluency in dyslexia

Christodoulou, J. A., Del Tufo, S. N., Lymberis, J., Saxler, P. K., Ghosh, S. S., Triantafyllou, C., Whitfield-Gabrieli, S., & Gabrieli, J. D. (2014). Brain bases of reading fluency in typical reading and impaired fluency in dyslexia. PLoS One, 9(7), e100552. https://doi.org/10.1371/journal.pone.0100552 

Summary: We identified the neural correlates of fluent reading in adults with and without dyslexia. Findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a difference in brain activations related to semantic retrieval and semantic and phonological representations at rapid reading rates.

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.

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.

Integration of gray matter nodules into functional cortical circuits in periventricular heterotopia

Christodoulou, J. A., Barnard, M. E., Del Tufo, S. N., Katzir, T., Whitfield-Gabrieli, S., Gabrieli, J. D., & Chang, B. S. (2013). Integration of gray matter nodules into functional cortical circuits in periventricular heterotopia. Epilepsy & Behavior, 29(2), 400–406. https://doi.org/10.1016/j.yebeh.2013.08.028 

Summary: Our findings represent a systematic demonstration that heterotopic gray matter can be metabolically coactivated in a neuronal migration disorder associated with epilepsy and dyslexia.

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.

Atypical balance between occipital and fronto-parietal activation for visual shape extraction in dyslexia

Zhang, Y., Whitfield-Gabrieli, S., Christodoulou, J. A., & Gabrieli, J. D. (2013). Atypical balance between occipital and fronto-parietal activation for visual shape extraction in dyslexia. PLoS One, 8(6), e67331. https://doi.org/10.1371/journal.pone.0067331 

Summary: A prerequisite for reading - shape processing - was examined in adults with and without dyslexia using fMRI and found to differ from peers without reading challenges.

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.

Abnormal structural and functional brain connectivity in gray matter heterotopia

Christodoulou, J. A., Walker, L. M., Del Tufo, S. N., Katzir, T., Gabrieli, J. D., Whitfield-Gabrieli, S., & Chang, B. S. (2012). Abnormal structural and functional brain connectivity in gray matter heterotopia. Epilepsia, 53(6), 1024–1032. https://doi.org/10.1111/j.1528-1167.2012.03466.x 

Summary: We examined the brain connectivity of individuals with periventricular nodular heterotopia (PNH) and identified that most heterotopic nodules are connected to overlying cortex, with the strength of abnormal connectivity higher among individuals with the longest duration of epilepsy.

Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia

Kovelman, I., Norton, E. S., Christodoulou, J. A., Gaab, N., Lieberman, D. A., Triantafyllou, C., Wolf, M., Whitfield-Gabrieli, S., & Gabrieli, J. D. (2012). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cerebral Cortex, 22(4), 754–764. https://doi.org/10.1093/cercor/bhr094 

Summary: We examined the brain basis of phonological awareness in children who were typical readers or who had dyslexia, and a younger group. Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments.

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.

Evaluating the validity of volume-based and surface-based brain image registration for developmental cognitive neuroscience studies in children 4 to 11 years of age

Ghosh, S. S., Kakunoori, S., Augustinack, J., Nieto-Castanon, A., Kovelman, I., Gaab, N., Christodoulou, J. A., Triantafyllou, C., Gabrieli, J. D., & Fischl, B. (2010). Evaluating the validity of volume-based and surface-based brain image registration for developmental cognitive neuroscience studies in children 4 to 11 years of age. NeuroImage, 53(1), 85–93. https://doi.org/10.1016/j.neuroimage.2010.05.075 

Summary: This methodological paper addresses the approach for processing data from young children when conducting fMRI.

Understanding the role of neuroscience in brain-based products: A guide for educators and consumers

Sylvan, L. & Christodoulou, J.A. (2010). Understanding the role of neuroscience in brain-based products: A guide for educators and consumers. Mind, Brain, & Education, 4(1), 1-7. https://doi.org/10.1111/j.1751-228X.2009.01077.x 

Summary: References to the brain in educational products may be vague; we offer guidance on how to understand the types of roles that neuroscience evidence and ideas may play in products intended for practitioners.

Making MR imaging child's play - pediatric neuroimaging protocol, guidelines and procedure

Raschle, N. M., Lee, M., Buechler, R., Christodoulou, J. A., Chang, M., Vakil, M., Stering, P. L., & Gaab, N. (2009). Making MR imaging child's play - pediatric neuroimaging protocol, guidelines and procedure. Journal of Visualized Experiments, (29), 1309. https://dx.doi.org/10.3791/1309  

Summary: This resource and video addresses practical and technical challenges when using MRI with children.

Researching the practice, practicing the research, and promoting responsible policy: Usable knowledge in mind, brain, and education

Christodoulou, J.A., Daley, S.G. & Katzir, T. (2009). Researching the practice, practicing the research, and promoting responsible policy: Usable knowledge in mind, brain, and education. Mind, Brain, and Education, 3(2), 65-67. https://doi.org/10.1111/j.1751-228X.2009.01055.x 

Summary: We introduce a special section addressing Usable Knowledge in Mind, Brain, and Education, an important theme that addresses synergistic connections between biology, cognitive science, and human development on the one hand and educational thought, policy, and practice on the other.

Using and misusing neuroscience in education-related research

Christodoulou, J. A., & Gaab, N. (2009). Using and misusing neuroscience in education-related research. Cortex, 45(4), 555–557. https://doi.org/10.1016/j.cortex.2008.06.004 

Summary: This discussion addresses the dynamic between education and neuroscience for research and practice.

Cautions for consumers of “brain-based” reading programs

Christodoulou, J.A. & Pierce, M. (2008). Cautions for consumers of “brain-based” reading programs. ASCD Express, 4(4).

Summary: The article offers guidance on how to be critical consumers of products advertised as ‘brain-based’.