Investigating the brain and behavior correlates associated with reading outcomes during school vacation (summer months in the US)
Christodoulou, J.A. & Hoeft, F. (2015): Summer Vacation: Important Insights for Reading Development. International Dyslexia Association
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., 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.
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.
Investigating the brain and behavior correlates associated with reading in individuals who have undergone cerebral hemispherectomy (removal of a brain hemisphere).
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.
Investigating the relative strengths and risks in English language/reading proficiency in children who have diverse language backgrounds and approaches to measuring them.
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).