Publications
Socioeconomic dissociations in the neural and cognitive bases of reading disorders
Romeo, R. R., Perrachione, T. K., Olson, H. A., Halverson, K. K., Gabrieli, J. D. E., & Christodoulou, J. A. (2022). Socioeconomic dissociations in the neural and cognitive bases of reading disorders. Developmental Cognitive Neuroscience, 58, 101175. https://doi.org/10.1016/j.dcn.2022.101175
Summary: Socioeconomic status (SES) moderates which deficits/brain systems explain reading disorders (RDs), with RD better explained by reduced phonological skills in higher-SES children and reduced rapid naming skills in lower-SES children.
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.
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.
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.
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).
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
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.
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.