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.
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 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 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.
Adam Richie-Halford is a postdoctoral scholar in the Division of Developmental-Behavioral Pediatrics at Stanford University and an affiliate of the eScience Institute at the University of Washington. He received his Ph.D. in physics from the University of Washington. Along the way he also served as an officer in the Air Force and as a Peace Corps volunteer in the Kingdom of Morocco. Adam is interested in developing statistical learning techniques for the analysis of neuroimaging data and new browser-based technologies to assist in the deep phenotyping of dyslexia. He is also interested in developing open-source software tools to enable other scientists to analyze and share large datasets. Adam is a member of the Software and Data Carpentry communities.
Sam Johnson joined Jason Yeatman's neuroscience and education laboratory as a postdoctoral scholar. After finishing his PhD in theoretical physics at MIT, Sam returned to his hometown of Seattle, where he worked as a data scientist specializing in deep learning. Now, he's happy to bring this experience to the research world, particularly at this moment, when deep learning algorithms originally inspired by neuroscience have matured to the point that they can aid neuroscience in turn. His current project draws on deep learning methods from computer vision to investigate how the details of brain anatomy influence individuals' reading abilities. In addition to his academic interests, Sam loves art of all kinds, and he even makes art on occasion in the form of music and poetry.
Amy Burkhardt leads the research and partnership initiative for the Rapid Online Assessment of Reading (ROAR). Through this work, the team is learning how to improve the usability of tools, develop new screeners to assess foundational reading skills, and build out a body of evidence for the appropriate uses and interpretations of these assessments. Amy recently received her PhD in Research and Evaluation Methodology from the University of Colorado at Boulder. Her prior work has focused primarily on methods and issues related to natural language processing and psychological measurement.
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, focusing on Children’s learning and Development and received a minor in Psychology and Social Behavior. As and undergrad and postbaccalaureate, Jamie began her research as a research assistant 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 shortly before begining her graduate studies that fall. Her research interests focus on the role of the visual system in reading and utilizing fMRI to study the neural underpinnings of reading. Jamie is particularly interested the neural processes involved in reading development in special populations (such as those who are Deaf and Hard-of-Hearing) who have difficulty learning to read.
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, literacy experiences and brain development, with an overall goal to give each and every child the opportunity that they deserve to bring their identities to the classroom.
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.
Ethan Roy is a third-year graduate student in the Developmental and Psychological Sciences and Learning Science and Technology Design programs working with Bruce McCandliss and Jason Yeatman. Before coming to Stanford, Ethan received a B.A. in neuroscience from Middlebury College and taught English and math in Spain, Vermont, and Costa Rica. He is excited to combine his interests in education and neuroscience to help further our understandings of how the brain changes as students learn mathematics and how to reason numerically.
Klint is a PhD candidate in Stanford's Graduate School of Education, where he is advised by Maria Araceli Ruiz-Primo and Ben Domingue. He received his B.A. in Physics from Drexel University and his M.S. in Computer Science from Stanford University . Before coming to Stanford, Klint taught Physics in the School District of Philadelphia. His work is centered around applying psychometric and computational methods to advance ideas of validity in assessments.
Gerta (GG) Guitart
GG Guitart is a current Master’s student in the Learning, Design, and Technology program excited about using scale technology to address important issues in education. She comes with experience in learning science research from The Delta Lab at Northwestern University while getting her BS in Manufacturing and Design Engineering. She’s joining us after working as a software engineer at a start-up, excited to use her skills to address these problems.
Julian M. Siebert
Julian is a third-year PhD student in the Developmental and Psychological Sciences and Education Data Science programmes, supervised by Guillermo Solano-Flores. His research aims to increase linguistic fairness and equity in cognitive assessments, as well as to conceptualise and trial inherently multilingual means of assessment. He is also interested in (interactive) data visualisation and effective science communication. Prior to coming to Stanford, Julian received a BSocSc(Hons) in Psychology, Linguistics, and Sociology and MScoSc in Psychology from the University of Cape Town, as well as an MPhil in Psychology and Education from the University of Cambridge.
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 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, Civil Engineering, and French. As an undergrad in the Stanford Memory Lab, she studied attention and creativity with Dr. Anthony Wagner and Dr. Kevin Madore. Clem is excited about exploring educational neuroscience, supporting school literacy programs through research-practice partnerships, and thoughtfully deploying technology to improve educational outcomes for the diversity of learners. When she's not applying conditional formatting to spreadsheets, you can find her at the climbing wall or reading fiction on the Caltrain.
Jasmine joined the lab after receiving her B.A. in Psychology from SJSU. She previously interned at AnLar, where she worked on projects for the Massachusetts Department of Early Education and Care and the Louisiana Department of Education. After seeing how research influences early education policy, she became interested in exploring educational psychology and its’ practical applications. Jasmine is excited to explore educational interventions for diverse learners and fidelity monitoring. Outside of the lab, Jasmine spends her free time being bad at video games and eating free Costco samples.
Hannah joined the lab after graduating from the University of Rochester with a B.S. in Neuroscience and a minor in Chemistry. She previously worked for Marmolab at the University of Rochester’s Center for Visual Science where she studied how internal brain states effect visual processing. Hannah has also worked as a teaching assistant, tutor, and tour guide and is excited to explore the neural processes behind education and learning. Outside of work she enjoys surfing, painting, and working on her pilot’s license.
Undergraduate Research Assistants
Grace is a sophomore at Stanford majoring in Human Biology and minoring in Education. She joined the lab in December 2020 as a Wu Tsai NeURO Fellow, and has continued to work within the lab. She is interested in working on projects related to attention and dyslexia, as well as projects generally focused on educational neuroscience and children.
Gen is a senior at Stanford majoring in Symbolic Systems with a concentration in neuroscience. She joined the lab in June of 2021 and loves getting to combine her passion for neuroscience with her love of children. She is on the pre-med course and hopes to go into pediatric neurology. In her free time, Gen plays for the club soccer team, surfs, and plays piano.
Katelyn is a junior at Stanford majoring in Psychology, Neuroscience Pathway and double minoring in Human Biology, Epidemiology Subplan and East Asian Studies, China Subplan. She joined the lab in September 2021 and is excited to work on projects regarding neuroscience and children, focusing on reading and attention. Katelyn is from Yorba Linda, California and spends her spare time singing with her a cappella group, reading, and traveling with her family.
Tishrei is a sophomore at Stanford majoring in Psychology and minoring in Urban Studies. She joined the lab in the winter of 2021 and is excited to work on projects that combine brain plasticity, reading, and social psychology. Tishrei is from Enterprise, Oregon, and in her free time enjoys hiking, skiing, and playing board games with friends.
Eric is a freshman at Stanford, potentially majoring in Symbolic Systems and Philosophy. He joined the lab in the winter of 2021 and will be working on developing a computer program that tests the reliability of a new MRI sequence. Eric is from Boston, Massachusetts, and he loves writing, photography, reading, and road tripping.
Lab Loved Ones
Maya likes to explore California with her family. Since moving here from Israel they are looking for the perfect beach
Jamie and her husband moved to Stanford from Southern California. In their free time, they like to watch movies, play games, explore new restaurants, and visit family.
Graduate Student, Stanford University Department of Psychology
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Research Scientist, UW Institute for Learning & Brain Sciences