Joanna A. Christodoulou, EdD
Dr. Joanna A. Christodoulou is Assistant Professor in the Department of Communication Sciences and Disorders, and leads the Brain, Education, and Mind (BEAM) Team in the Center for Health and Rehabilitation Research. She integrates roles as clinician, developmental cognitive neuroscientist, and educator, focusing her work on:
- Identifying risk factors from school and home contexts associated with learning challenges
- Investigating effective identification of learning difficulties across clinical and research settings
- Optimizing intervention practices for struggling students
To explore these research areas, Dr. Christodoulou uses neuroimaging and behavioral tools and works with participants as young as four years old through adulthood. Her primary research focus has been on the development of reading and related skills, and approaches to harnessing individual variability to improve educational outcomes. In addition, Dr. Christodoulou studies the brain-behavior dynamic underlying reading and cognitive skills.
Dr. Christodoulou's work has been supported locally, nationally, and internationally. She was awarded the Transforming Education Through Neuroscience Award by the Learning & the Brain Foundation and the International Mind, Brain, and Education Society (2014). She joined a select group of researchers at the White House (2015) to discuss education neuroscience topics and implications for practice. She also received a Faculty Research Fellowship Grant by the Institute (2014) to investigate the impact of summer experiences on reading for students with language-based learning disabilities.
- At-Risk Youth
- Child Development
- Cognitive Development
- Individual Differences
- Language Development
- Learning Development & Disorders
- Literacy Development & Disorders
- Reading Development
- Reading Intervention
Christodoulou, J.A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A.J., Hook, P., & Gabrieli, J.D.E. (under review). Impact of intensive summer reading intervention for early elementary school children with dyslexia.
Christodoulou, J.A., Del Tufo, S.N., Lymberis, J., Saxler, P.K., Ghosh, S.S., Triantafyllou, C., Whitfield-Gabrieli, S., & Gabrieli, J.D.E. (2014). Brain bases of reading fluency in typical reading and impaired fluency in dyslexia. PLOS ONE.
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 (pp. 202-212). New York: Routledge.
Christodoulou, J.A., Walker, L.M., Del Tufo, S.N., Katzir, T., Gabrieli, J.D.E., Whitfield-Gabrieli, S. & Chang, B.S. (2012). Abnormal structural and functional connectivity in gray matter heterotopia. Epilepsia, 53(6), 1024-32.
Immordino-Yang, M.H., Christodoulou, J.A. & Singh, V. (2012). “Rest is not idleness”: Implications of the brain’s default mode for development and education. Perspectives in Psychological Science, 7(4), 352-364.
Christodoulou, J.A., Kieffer, M., Bloomfield, A., Del Tufo, S.N., Saxler, P., Lymberis, J., Cosman, S., Geiger, G. & Gabrieli, J.D.E. (2012). Time to Read: Relationships between rapid naming automaticity, word fluency, and text fluency and reading comprehension. Society for the Scientific Study of Reading, Montreal.
- BS, Biology-Psychology and Biomedical Engineering, Tufts University, Medford, MA
- MA, Eliot-Pearson Department of Child Development, Tufts University, Medford, MA
- EdM, Mind, Brain, and Education, Harvard Graduate School of Education, Cambridge, MA
- EdD, Human Development and Psychology, Harvard Graduate School of Education, Cambridge, MA