Principal Investigator


Dr. Jason Yeatman


Dr. Jason Yeatman is an Assistant Professor in the Graduate School of Education and Division of Developmental and Behavioral Pediatrics at Stanford University. As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. A major component of this work is the development of new quantitative brain imaging methods for modeling the neurobiological basis of cognitive development.






Post-Doctoral Scholars


Maha Ramamurthy


Maha is broadly interested in the intersection of higher-order mechanisms, like attention, in the functional reorganization of the brain. Naturally occurring conditions like amblyopia and dyslexia particularly interest her. At Stanford, her studies will focus on the role of visual attention in Dyslexia.






Sendy Caffarra


Sendy is an Assistant Professor at the University of Modena and Reggio Emilia (Italy) and a visiting scholar in the Brain Development and Education Lab. She is interested in how language comprehension changes as a function of experience. At Stanford, she is trying to characterize functional and structural brain changes related to reading acquisition using electrophysiological (MEG) and diffusion MRI measures.






Maya Yablonski


Maya is interested in the neural bases of language learning and reading. After completing her PhD at Bar Ilan University, focusing on white matter correlates of reading in adults, Maya’s research at Stanford will explore reading and brain development in children with dyslexia. Maya aims to combine structural and functional MRI to shed light on mechanisms of brain plasticity that support reading improvement following reading intervention.






Graduate Students


Jamie Mitchell


Jamie is a PhD student in the Graduate School of Education’s Developmental and Psychological Sciences program at Stanford University. She received her B.A. in Education Sciences from the University of California, Irvine, focussing on Children’s learning and Development and received a minor in Psychology and Social Behavior. After graduating, Jamie worked in the Individualizing Student Instruction Lab where she assisted in the development of the OLOS classroom observation system. Jamie joined the Brain Development and Education Lab in July of 2020 when her research interests shifted to focus on the roles of the auditory and visual systems in reading. Jamie is particularly interested the neural processes involved in reading development for readers of different abilities and particularly in the Deaf and Hard-of-Hearing population.





Megumi Takada


Megumi is a Ph.D. student in the Graduate School of Education working with Chris Lemons, Jason Yeatman and Bruce McCandliss. She received her B.A. in Neuroscience and elementary teaching credentials from Wellesley College. During her undergraduate years, Megumi worked in John Gabrieli’s lab at MIT, after which she taught at public elementary schools in South Korea and Seattle. Her research focuses on the interactions between social-emotional factors, reading development and brain development, with an overall goal to improve the schooling experience of underserved students.





Wanjing Anya Ma


Anya is a Ph.D. student in the Graduate School of Education’s Learning Sciences and Technology Design program at Stanford University. She received her B.S. in Computer Science and Teaching Chemistry 7-12 from New York University and M.S.Ed in Learning Sciences and Technologies from the University of Pennsylvania. Anya’s previous research focused on science education and learning analytics. After teaching middle school chemistry for two years in Brooklyn, NY, she became more interested in developing computational learning tools to support children with special needs. At Stanford, Anya is excited to explore adaptive reading assessments and interventions for children with varied reading abilities.






Research Coordinators


Kenny Tang


Kenny joined the lab after graduating from UCSC with an undergraduate degree in Cognitive Science. While at UCSC, Kenny worked in two labs -- one in which he explored how AR technology could be utilized within preschool classrooms to teach pre-reading children how to recognize words, and another in which he explored attention, the periphery, and its effects on reaction times. While in Santa Cruz, Kenny also worked part-time as a Preschool Teacher Aide where he found a passion in working with children and child education.





Clementine Chou


Clementine is the Rapid Online Assessment of Reading (ROAR) project manager and joined the lab after graduating from Stanford with a B.A. in Psychology and minors in Art History, Architectural Design, and French. She started in research as an undergrad in the Stanford Memory Lab, where she also completed her honors thesis on attention, creativity, and exploratory decision-making under the supervision of Dr. Anthony Wagner and Dr. Kevin Madore. Clem has previously worked in museum exhibitions and space planning, and is excited about exploring educational neuroscience, informal learning, and inclusive, accessible design.






Lab Alumni


Emily Kubota

Graduate Student, Stanford University Department of Psychology


Libby Huber

Research Scientist, UW Institute for Learning & Brain Sciences


Sung Jun Joo

Assistant Professor, Department of Psychology, Pusan University, Korea





Elle O'Brien


Douglas Strotdman


        

Alex White





 

        Patrick Donnelly


        pdonne@uw.edu | Google Scholar |