Selected Publications
Focus: Investigating the brain and behavior correlates associated with reading outcomes during school vacation (summer months in the US)
Christodoulou, J.A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A.J., Hook, P., & Gabrieli, J.D.E. (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.
Romeo, R., Christodoulou, J.A., Halverson, K.K., Murtagh, J., Cyr, A.B., Schimmel, C., Chang, P., Hook, P.E., & Gabrieli, J.D.E. (2017): Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention. Cerebral Cortex, 50(2), 115-127. doi: 10.1093/cercor/bhx131 PMID: 28591795
Christodoulou, J.A. & Hoeft, F. (2015): Summer Vacation: Important Insights for Reading Development. International Dyslexia Association
Investigating the brain and behavior correlates associated with automatic, fluent, and efficient reading skills.
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 9(7): e100552.
Katzir, T., Christodoulou, J.A., & Chang, B. (2017). The Neurobiological Basis of Fluency. In Z. Breznitz (Ed.), Brain, Mind and Fluency.
Investigating the brain and behavior correlates associated with reading skills in individuals with a distinct brain structure associated with reading fluency difficulties.
Christodoulou J.A., Barnard, M.E., Del Tufo, S.N., Katzir, T., Whitfield-Gabrieli, S., Gabrieli, J.D.E., & Chang, B.S. (2013). Integration of Gray Matter Nodules Into Functional Cortical Circuits in Periventricular Heterotopia. Epilepsy & Behavior, 29(2), 400-406.
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.
Focus: Investigating the brain and behavior correlates associated with reading in individuals who have undergone cerebral hemispherectomy (removal of a brain hemisphere).
Jones, M., Harris, W. B., Perry, M. S., Behrmann, M., Christodoulou, J.A., Fallah, A., Kolb, B., Musiek, F., Paul, L. K., Puka, K., Salorio, C., Sankar, R., Smith, M. L., Naduvil Valappil, A. M., Walshaw, P., Weiner, H. L., Woo, R., Zeitler, P., & Abel, T. J. (2021). Knowledge gaps for functional outcomes after multilobar resective and disconnective pediatric epilepsy surgery: Conference Proceedings of the Patient-Centered Stakeholder Meeting 2019. Epileptic Disorders. 10.1684/epd.2021.1373. Advance online publication. https://doi.org/10.1684/epd.2021.1373
Christodoulou, J.A., Halverson, K., Meegoda, O., Beckius, H., Moser, S., Imhof, A., Maguire, A. (2021). Literacy-related skills among children after left or right hemispherectomy. Epilepsy & Behavior, 121(Pt A), 107995. doi: 10.1016/j.yebeh.2021.107995
Katzir, T., Christodoulou, J.A., DeBode, S., (2017). When Left Hemisphere Reading is Compromised: Comparing Reading Ability in Children After Left Cerebral Hemispherectomy and Children with Developmental Dyslexia. Epilepsia, 57(10), 1602-1609.
Focus: Investigating the relative strengths and risks in English language/reading proficiency in children who have diverse language backgrounds and approaches to measuring them.
Romeo, R.R., Perrachione, T.K., Olson, H.A., Halverson, K., Gabrieli, J.D.E., & Christodoulou, J.A. (2022). Socioeconomic dissociations in the neurocognitive correlates of reading disability. Developmental Cognitive Neuroscience, 58, 101175.
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, 00, 1– 14. https://doi.org/10.1002/cad.20475.
Christodoulou, J.A., Okano, K., Gove, A., McBride, C., Raihani, R., Strigel, C., Pérez, L.T. and Chakraborty, A. (2022). Diversity and Social Justice in Education. In Vickers, E.A., Pugh, K. and Gupta, L. (eds.) Education and Context in Reimagining Education: The International Science and Evidence based Education Assessment [Duraiappah, A.K., Atteveldt, N.M. van et al. (eds.)]. New Delhi: UNESCO MGIEP.
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. Taylor & Francis.
Romeo, R.R., Imhof, A.M., Bhatia, P., & Christodoulou, J.A. (2020). Neuroscientific Perspectives on Poverty (pp. 153-182). Erice, Italy: CLASCO.
Luk, G. & Christodoulou, J.A. (2016). Assessing and Understanding the Needs of Dual-Language Learners. In S. Jones & N. Lesaux (Eds.), PreK Expansion and Improvement.
Mancilla-Martinez, J., Christodoulou, J.A., & Shabaker, M.M. (2014). Preschoolers’ English Vocabulary Development: The Influence of Language Proficiency and At-Risk Factors. Learning and Individual Differences, 35, 79-86.
PBS/NOVA. (2016, September). The Future of Education.
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.
Christodoulou, J.A. & Pierce, M. (2008). Cautions for Consumers of “Brain-Based” Reading Programs. ASCD Express, 4(4).