Professor Director of BIRC
|Contact||brainLENS@UConn.edu (for inquiries)|
|Degree||MD, 1995; PhD, 2003, Neuroscience/Neurophysiology, Keio University School of Medicine, Tokyo, Japan|
|Website||BIRC | brainLENS | APPRISE | twitter | SLAC (NSF RT) | CNCC (NIH T32) | UCSF | Haskins|
|Research Interests||Brain development, Neuroimaging, Individual differences, Literacy acquisition, Dyslexia|
|Research Synopsis||Fumiko Hoeft MD PhD is Professor of Psychological Sciences, Director of Brain Imaging Research Center (BIRC) at UConn, and Director of Laboratory for Learning Engineering and Neural Systems (brainLENS.org) at UConn/UCSF. She also has appointments as Professor of Mathematics, Neuroscience and Psychiatry, Senior Scientist at Haskins Laboratories, Co-Founder of Haskins Global Literacy Hub, Adjunct Professor of UCSF, and Adjunct Faculty at Keio University.
Hoeft is a neurophysiologist, as well as a systems and developmental cognitive neuroscientist with theoretical interests in the neurobiological mechanisms underlying individual differences in brain maturational processes, acquisition of skills such as literacy and how they interact. She is also interested in identifying how biology (gene) and environment influence neurodevelopment. In her research, her lab employs a variety of neuroimaging techniques (e.g. fMRI, T1 aMRI, DWI, MRS, NIRS, EEG/MEG, TMS/tDCS), analytical approaches (e.g. machine learning, graph theory), designs (e.g. intergenerational neuroimaging, imaging genetics, human natural cross-fostering design), and perturbation techniques (e.g. neuromodulation using TMS/tDCS, perturbation of English literacy acquisition through foreign language/literacy learning, and atypical populations such as dyslexia). She is also engaged in translational programs focused on the science of resilience, compensation and socio-emotional competency, as well as developing and validating edtech tools such as: (1) APPRISE that assesses school readiness and dyslexia risk; and (2) Socio-Emotional Toolkit that assesses socio-emotional competencies in those with learning challenges. Hoeft received pre/postdoctoral research training at Harvard, UCLA, Caltech and Stanford.
Recent honors include awards from organizations such as the International Dyslexia Association (IDA; 2014), Learning & the Brain Foundation (2015), University of California Office of the President (2016), Int’l Mind Brain & Education Society (IMBES; 2018), Society for Neuroscience (SfN; 2018), and Eye to Eye (2019). She has published over 160 articles, reviews, and book chapters, and has delivered over 250 keynotes, talks and workshops at venues such as local schools, International conferences, TEDx and the White House. Her work has been widely covered in media such as The New York Times, NPR, CNN, the New Yorker, and Scientific American. She also serves on many boards at organizations such as the International Dyslexia Association (IDA), National Center for Learning Disabilities (NCLD), and Bay Area Discovery Museum’s (BADM) Center for Childhood Creativity (CCC).
|Courses||3889, 3899, 5800|
|Representative Publications||123 peer-reviewed papers and 4 preprints in press or published, of which 28 1st authored, 46 senior authored . 14 manuscripts under preparation or review.
Haft SL, Caballero JN, Tanaka T, Zekelman L, Cutting LE, Uchikoshi Y, Hoeft F. Direct and indirect contributions of executive function and word decoding to reading comprehension in kindergarten. Learn Ind Diff (in press)
Marks RA, Kovelman I, Kepinska O, Oliver M, Xia Z, Haft SL, Zekelman L, Duong P, Uchikoshi Y, Hancock R, Hoeft F. Spoken language proficiency predicts print-speech convergence in beginning readers Neuroimage 2019 Nov 1;201:116021. doi: 10.1016/j.neuroimage.2019.116021. Epub 2019 Jul 13. PMID: 31310862 PMCID: PMC6765418
Haft SL, Kepinska O, Caballero JN, Hoeft F. Attentional fluctuations, cognitive flexibility, and bilingualism in kindergarteners. Behav Sci (Basel) 2019 May 24;9(5):pii:E58. doi: 10.3390/bs9050058. PMID: 31137651 PMCID: PMC6562579
Haft SL, Chen T, Leblanc C, Tencza F, Hoeft F. Impact of mentoring on socio-emotional and mental health outcomes of youth with learning disabilities and attention-deficit hyperactivity disorder. Child and Adolescent Mental Health 2019 Apr 21; NIHMSID: NIHMS1020130. doi: 10.1111/camh.12331
Haft SL, Duong PH, Ho TC, Hendren RL, Hoeft F. Anxiety and attentional bias in children with specific learning disorders. J Abnorm Child Psychol 2019 Mar;47(3):487-497. doi: 10.1007/s10802-018-0458-y. PMID: 30043123 PMCID: PMC6639079
Kearns D, Hancock R, Hoeft F, Pugh KR, Frost S. The neurobiology of dyslexia. Teaching Exceptional Children 2019 Jan 11; 51(3):175-188.
Del Tufo SN, Frost SJ, Hoeft F, Cutting LE, Molfese PJ, Mason GF, Rothman DL, Fulbright RK, Pugh KR. Neurochemistry predicts convergence of written and spoken language: A proton magnetic resonance spectroscopy study of cross-modal language integration. Front Psychol 2018 Sep 04;9:1507. PMID: 30233445 PMCID: PMC6131664
Haft SL, Duong PH, Ho TC, Hendren RL, Hoeft F. Anxiety and attentional bias in children with specific learning disorders. J Abnorm Child Psychol 2019 Mar;47(3):487-497. doi: 10.1007/s10802-018-0458-y. PMID: 30043123 PMCID: in progress
Patael S, Farris EA, Black JM, Hancock R, Gabrieli JDE, Cutting L, Hoeft F. Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS ONE 2018 Jun 14;13(6):e0198791. PMID: 29902208. PMCID: PMC6002103
Malins JG, Pugh KR, Buis B, Frost SJ, Hoeft F, Landi N, Mencl WE, Kurian A, Staples R, Molfese PJ, Sevcik R, Morris R. Individual differences in reading skill are related to trial-by-trial neural activation variability in the reading network. J Neurosci 2018;38(12):2981-2989. PMID: 29440534. PMCID: PMC5864150 [Available on 2018-09-21] Evaluated: F1000 Neuroscience
Hancock R, Pugh KR, Hoeft F. The neural noise hypothesis of developmental dyslexia. Trends Cogn Sci (TiCS) 2017;21(6):434-448. PMID: 28400089; PMCID: PMC548955
Hancock R, Pugh KR, Hoeft F. Neural Noise Hypothesis of Developmental Dyslexia: (Trends in Cognitive Sciences 21, 434-448, 2017). Trends Cogn Sci (TiCS) 2017;21(11):909. PMID: 28869186. PMCID: PMC5724971
Hancock R, Richlan F, Hoeft F. Possible roles for frontostriatal circuits in reading disorder. Neurosci Biobehav Rev 2017;72:243-260. PMID: 27826071; PMCID: PMC5189679
Ho TC, Sanders SJ, Gotlib IH, Hoeft F. Intergenerational Neuroimaging of Human Brain Circuitry. Trends Neuroscience (TiNS). 2016;39(10):644-648. PMID: 27623194; PMCID: PMC5067069
Hancock R, Gabrieli JDE, Hoeft F. Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ. Trends Neurosci Educ 2016;5(4):173-177. PMID: 28439565; PMCID: PMC5400289
Haft SL, Myers CA, Hoeft F. Socio-emotional and cognitive resilience in children with reading disabilities. Curr Opin Behav Sci 2016;10:133-141. PMID:27747263; PMCID: PMC5058360
Vandermosten M, Hoeft F, Norton ES. Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Curr Opin Behav Sci 2016;10:155-161. PMID: 27458603; PMCID: PMC4957935
Yamagata B, Black JM, Gimenez P, Mimura M, Yang TT, Reiss AL, Hoeft F. Sex-specific intergenerational transmission patterns in the human corticolimbic system. J Neurosci 2016;36(4):1254-60. PMID: 26818513; PMCID: PMC4728726. Press release: UCSF; Covered by: Scientific American
Rueckl JG, Paz-Alonso PM, Molfese PJ, Kuod W-J, Bick A, Frost SJ, Hancock R, Wu DH, Mencl WE, DuÃ±abeitia JA, Lee J-R, Oliver M, Zevin JD, Hoeft F, Carreiras M, Tzeng OJ-L, Pugh KR, Frost R. A universal brain signature of proficient reading: Evidence from four contrasting languages. Proc Natl Acad Sci U S A (PNAS) 2015 Dec 15;112(50):15510-5. doi: 10.1073/pnas.1509321112. Epub 2015 Nov 30. PMID: 26621710; PMCID: PMC4687557
Myers CA, Vandermosten M, Farris EA, Hancock R, Gimenez P, Black JM, Casto B, Drahos M, Tumber M, Hendren RL, Hulme C, Hoeft F. White matter morphometric changes uniquely predict children’s reading acquisition. Psychol Sci 2014 Oct;25(10):1870-83. doi: 10.1177/0956797614544511. Epub 2014 Sep 11. PMID: 25212581; PMCID: PMC4326021 Press release: UCSF; Podcast: UCSF, NIH
Pugh KR, Frost SJ, Rothman DL, Hoeft F, Del Tufo SN, Mason GF, Molfese PJ, Mencl WE, Grigorenko EL, Landi N, Preston JL, Jacobsen L, Seidenberg MS, Fulbright RK. Glutamate and choline levels predict individual differences in reading ability in emergent readers. J Neurosci 2014 Mar 12;34(11):4082-9. doi: 10.1523/JNEUROSCI.3907-13.2014. PMID: 24623786; PMCID: PMC3951703 Press release: Yale, NICHD
Hong DS, Hoeft F, Marzelli MJ, Lepage JF, Roeltgen D, Ross J, Reiss AL. Influence of the X-chromosome on neuroanatomy: evidence from Turner and Klinefelter syndromes. J Neurosci 2014 Mar 5;34(10):3509-16. doi: 10.1523/JNEUROSCI.2790-13.2014. PMID: 24599451; PMCID: PMC3942570
Kesler SR, Wefel JS, Hosseini SM, Cheung M, Watson CL, Hoeft F. Default mode network connectivity distinguishes chemotherapy-treated breast cancer survivors from controls. Proc Natl Acad Sci U S A (PNAS) 2013 Jul 9;110(28):11600-5. doi: 10.1073/pnas.1214551110. Epub 2013 Jun 24. PMID: 23798392; PMCID: PMC3710809
Hoeft F, Gabrieli JD, Whitfield-Gabrieli S, Haas BW, Bammer R, Menon V, Spiegel D. Functional brain basis of hypnotizability. JAMA Psychiatry 2012 Oct;69(10):1064-72. doi: 10.1001/archgenpsychiatry.2011.2190. Erratum in: JAMA Psychiatry 2013 Jan;70(1):97. PMID: 23026956; PMCID: PMC4365296. Press release: NICHD, Stanford; Author ITV in: Arch Gen Psychiatry
Hosseini SM, Hoeft F, Kesler SR. GAT: a graph-theoretical analysis toolbox for analyzing between-group differences in large-scale structural and functional brain networks. PLoS One 2012;7(7):e40709. doi: 10.1371/journal.pone.0040709. Epub 2012 Jul 13. PMID: 22808240; PMCID: PMC3396592
**Tanaka H, **Black JM, Hulme C, Stanley LM, Kesler SR, Whitfield-Gabrieli S, Reiss AL, Gabrieli JD, Hoeft F. The brain basis of the phonological deficit in dyslexia is independent of IQ. Psychol Sci 2011 Nov;22(11):1442-51. doi: 10.1177/0956797611419521. Epub 2011 Oct 17. PMID: 22006060. PMCID: PMC4380286 Press release: NICHD, Psychol Sci, Stanford & MIT **Shared 1st
Bryant DM, Hoeft F, Lai S, Lackey J, Roeltgen D, Ross J, Reiss AL. Neuroanatomical phenotype of Klinefelter syndrome in childhood: a voxel-based morphometry study. J Neurosci 2011 May 4;31(18):6654-60. doi: 10.1523/JNEUROSCI.5899-10.2011. PMID: 21543594; PMCID: PMC3148194
Hoeft F, McCandliss BD, Black JM, Gantman A, Zakerani N, Hulme C, Lyytinen H, Whitfield-Gabrieli S, Glover GH, Reiss AL, Gabrieli JD. Neural systems predicting long-term outcome in dyslexia. Proc Natl Acad Sci U S A (PNAS) 2011 Jan 4;108(1):361-6. doi: 10.1073/pnas.1008950108. Epub 2010 Dec 20. PMID: 21173250; PMCID: PMC3017159 Press release: NICHD, Stanford, MIT, & Vanderbilt; Covered by: Science
Hoeft F, Walter E, Lightbody AA, Hazlett HC, Chang C, Piven J, Reiss AL. Neuroanatomical differences in toddler boys with fragile x syndrome and idiopathic autism. JAMA Psychiatry 2011 Mar;68(3):295-305. doi: 10.1001/archgenpsychiatry.2010.153. Epub 2010 Nov 1. PMID: 21041609. PMCID: PMC4369209 Comment in: Arch Gen Psychiatry. 2011 Mar;68(3):230-1
Hoeft F, Carter JC, Lightbody AA, Cody Hazlett H, Piven J, Reiss AL. Region-specific alterations in brain development in one- to three-year-old boys with fragile X syndrome. Proc Natl Acad Sci U S A (PNAS) 2010 May 18;107(20):9335-9. doi: 10.1073/pnas.1002762107. Epub 2010 May 3. PMID: 20439717; PMCID: PMC2889103. Press release: NIMH & Stanford
Etkin A, Prater KE, Hoeft F, Menon V, Schatzberg AF. Failure of anterior cingulate activation and connectivity with the amygdala during implicit regulation of emotional processing in generalized anxiety disorder. Am J Psychiatry 2010 May;167(5):545-54. doi: 10.1176/appi.ajp.2009.09070931. Epub 2010 Feb 1. PMID: 20123913. PMCID: PMC4367202 Comment in: Am J Psychiatry. 2010 May;167(5):489-92
Bray S, Chang C, Hoeft F. Applications of multivariate pattern classification analyses in developmental neuroimaging of healthy and clinical populations. Front Hum Neurosci 2009 Oct 23;3:32. doi: 10.3389/neuro.09.032.2009. eCollection 2009. PMID: 19893761; PMCID: PMC2773173
Haas BW, Mills D, Yam A, Hoeft F, Bellugi U, Reiss A. Genetic influences on sociability: heightened amygdala reactivity and event-related responses to positive social stimuli in Williams syndrome. J Neurosci 2009 Jan 28;29(4):1132-9. doi: 10.1523/JNEUROSCI.5324-08.2009. PMID: 19176822; PMCID: PMC2754840.
Hoeft F, Lightbody AA, Hazlett HC, Patnaik S, Piven J, Reiss AL. Morphometric spatial patterns differentiating boys with fragile X syndrome, typically developing boys, and developmentally delayed boys aged 1 to 3 years. JAMA Psychiatry 2008 Sep;65(9):1087-97. doi: 10.1001/archpsyc.65.9.1087. PMID: 18762595; PMCID: PMC2864400 Press release: Stanford
Watson C, Hoeft F, Garrett AS, Hall SS, Reiss AL. Aberrant brain activation during gaze processing in boys with fragile X syndrome. JAMA Psychiatry 2008 Nov;65(11):1315-23. doi: 10.1001/archpsyc.65.11.1315. PMID: 18981343.
Hoeft F, Wu DA, Hernandez A, Glover GH, Shimojo S. Electronically switchable sham transcranial magnetic stimulation (TMS) system. PLoS One 2008 Apr 9;3(4):e1923. doi: 10.1371/journal.pone.0001923. PMID: 18398456; PMCID: PMC2271126
Hoeft F, Barnea-Goraly N, Haas BW, Golarai G, Ng D, Mills D, Korenberg J, Bellugi U, Galaburda A, Reiss AL. More is not always better: increased fractional anisotropy of superior longitudinal fasciculus associated with poor visuospatial abilities in Williams syndrome. J Neurosci 2007 Oct 31;27(44):11960-5. PMID: 17978036
Hoeft F, Meyler A, Hernandez A, Juel C, Taylor-Hill H, Martindale JL, McMillon G, Kolchugina G, Black JM, Faizi A, Deutsch GK, Siok WT, Reiss AL, Whitfield-Gabrieli S, Gabrieli JD. Functional and morphometric brain dissociation between dyslexia and reading ability. Proc Natl Acad Sci U S A (PNAS) 2007 Mar 6;104(10):4234-9. Epub 2007 Feb 23. PMID: 17360506; PMCID: PMC1820738
Hoeft F, Hernandez A, McMillon G, Taylor-Hill H, Martindale JL, Meyler A, Keller TA, Siok WT, Deutsch GK, Just MA, Whitfield-Gabrieli S, Gabrieli JD. Neural basis of dyslexia: a comparison between dyslexic and nondyslexic children equated for reading ability. J Neurosci 2006 Oct 18;26(42):10700-8. PMID: 17050709 Evaluated: F1000 Biology
deCharms RC, Maeda(Hoeft) F, Glover GH, Ludlow D, Pauly JM, Soneji, D.J., Gabrieli, J.D.E., and Mackey, S.C. Control over brain activation and pain learned by using real-time functional MRI. Proc Natl Acad Sci USA (PNAS) 2005; 102(51): 18626-18631. Evaluated: F1000 Biology. Coverage: Nature, Nat Rev Neurosci
Maeda(Hoeft) F, Kanai R, Shimojo S. Changing pitch induced visual motion illusion. Curr Biol 2004; 14(23):R990-R991.
Maeda(Hoeft) F, Gangitano M, Thall M, Pascual-Leone A. Inter- and intra-individual variability of paired-pulse curves with transcranial magnetic stimulation (TMS). Clin Neurophysiol 2002;113:376-382
Maeda(Hoeft) F, Keenan J, Tormos JM, Topka H, Pascual-Leone A. Interindividual variability of the modulatory effect of repetitive transcranial magnetic stimulation on cortico-spinal excitability. Exp Brain Res 2000; 133:425-30
Maeda(Hoeft) F, Keenan J, Tormos JM, Topka H, Pascual-Leone A. Modulation of cortico-spinal excitability by repetitive transcranial magnetic stimulation. Clin Neurophysiol 2000;111: 800-805
|Past Positions||Associate Director & Visiting Associate Professor of Stanford Univ Center for Interdisciplinary Brain Sciences Research (2008-2013); Associate/Full Professor of Psychiatry & Weill Institute for Neurosciences at UCSF (2012-2018); Co-Founder & Deputy Director of UCSF Dyslexia Center (2012-2018); Founder & Executive Director of UC6-Stanford Multi-University Precision Learning Center (2017-2018).|
|Grants||21 active grants as PI, CoPI, CoI, Consultant, Advisor or Mentor (as of 10/10/2020)
NSF BCS- 2029373 + Tremaine Foundation (PI Hoeft) 04/15/2020 – 05/14/2021
Assessing and preventing the detrimental impact of literacy acquisition during COVID-19-related school closure
$199,448 Total Cost
Goal: To examine the extent of the detrimental impact of school closure on children’s reading at the critical early stages of learning, and the degree to which a digital game-based reading instruction can rescue the expected closure-related slump.
NIH R01HD094834 (Multi-PIs Hoeft & Hancock) 03/01/2019 – 02/29/2024
Intergenerational neuroimaging of language and reading networks using a natural cross-fostering design
$3,397,385 Total Cost
Goal: To dissociate the genetic, prenatal and postnatal experience on sex-specific transmission patterns of language and reading endophenotypes.
NIH R01HD096261 (PI Hoeft) 09/15/2018 – 06/30/2023
Neural mechanisms underlying compensation in dyslexia.
$3,467,648 Total Cost
Goal: To understand individual differences in the neurocircuity underlying reading using a combination of measures of experimental neuromodulation, neurochemistry and neural activity/connectivity.
NIH R01HD086168 (Multi-PIs Haskins Pugh/Hoeft) 08/01/2016 – 06/30/2021
$3,162,696 Total Cost
Neurochemistry as a moderator of brain networks for reading
Goal: To examine individual differences neurochemistry in different nodes of the reading network, and how it impacts neural oscillation, functional activation, and functional connectivity as well as individual differences in reading skills.
NIH R01HD078351 (PI Hoeft) 09/01/2015 – 06/30/2021
$2,971,534 Total Cost
Understanding literacy acquisition through immersion in foreign languages
Goal: To utilize exposure to contrastive second languages and individual differences in early childhood linguistic experiencesÂ to examine the neurobiological circuitry of reading.
Oak Foundation OCAY-19-215 (PI Hoeft) 09/01/2019 – 08/31/2022
$769,578 Total Cost
Supporting optimal outcomes for students with learning differences
Goal: To identify pathways that lead to optimal outcomes in the socio-emotional and cognitive domains by examining stereotype threat and compensation in students with LDs.
Oak Foundation ORIO-16-012 (PI Hoeft) 09/01/2016 – 10/31/2021
$350,000 Total Cost
Assessing the impact of mentoring on students with learning differences
Goal: To examine individual differences in factors of LD middle-school children as well as programmatic factors that make one responsive to mentoring.
UCOP MRP-17-454926 (PI Hoeft) 01/01/2017 – 12/31/2020
UC Office of the President Multicampus Research Program & Initiatives Award
$577,751 Total Cost
Science-Based Innovation in Learning Center (SIL Center; now, Precision Learning Center)
Goal: The long-term goal is for the proposed Univ of CA center integrating efforts from 6 UC campuses is to be a national leader in Precision Ed-Health, and tackle issues associated with education and health disparity in underrepresented populations, with an initial emphasis on early identification and intervention of children at risk for learning challenges.
Anonymous Fndtn 2018-188563 (PI Uncapher) 09/01/2018 – 03/28/2021
$2,900,000 Total Cost
Development and validation of precision learning executive function (PLEF) tool
Goal: To develop, integrate, and validate cognitive assessment tools.
NIH T32DC017703 (Multi-PIs Eigsti/Myers) 07/01/2019 – 06/30/2024
$1,824,256 Total Cost
Training in the Cognitive Neuroscience of Communication
Goal: To provide graduate students and postdoctoral fellows with combined training in the analysis of the neural basis of communication disorders and the application of basic research findings to the clinic.
The Windward School (Co-Directors Pugh/Hoeft) 09/01/2018 – 08/31/2021
The Windward-Haskins Global Hub Collaborative Project
The Collaboration will translate the growing body of research in the science of reading and language into early identification of and best practices in treating language-based disabilities.
Role: Co-Director of Haskins Global Hub
NIH R01HD044073 (PI Vanderbilt/Cutting) 07/01/2015 – 06/30/2021
Cognitive and Neural Processes in Reading Comprehension
Goal: To explore the relationship between brain development, and its relationship to behavior and cognition related to reading comprehension.
InCHIP-BIRC Seed Grant (PI Pescatello) 07/29/2019 – 06/30/2021
$30,000 Total Cost
The Acute and Chronic Influence of Tai Chi Prac3ce on Blood Pressure and Brain Health among Older Adults with Hypertension
Goal: To perform a pilot investigation of the relationships among BP and various domains of cognitive function, focusing on executive function, in response to Tai Chi practice.
BIRC Seed Grant (PI Lau) 2020 – 2021
$10,000 Total Cost
Intervention for Students with Reading and Math Disabilities: The Unique Case of Comorbidity
Goal: To examine the effects of reading and math interventions on improving both reading and math skills
BIRC Seed Grant (PI Shook) 2020 – 2021
$10,000 Total Cost
Identifying Neural Pathways Implicated in Older Adults’ Emotional Well-being
Goal: To utilize fMRI to understand the mechanism underlying older adults’ better emotional well-being.
OVPR Research Excellence Program Grant (PI Astur) 07/01/2020 – 06/30/2021
$24,980 Total Cost
Using Transcranial Magnetic Stimulation to Reduce Problematic Cannabis Use in Undergraduates
Goal: To test whether cravings and real-life use of cannabis can be reduced using TMS in UConn undergraduates who are at risk for cannabis use disorder
OVPR Research Excellence Program Grant (PI Briggs-Gowan) 07/01/2020 – 06/30/2021
$93,374.94 Total Cost
Auditory Threat Processing in Children At-Risk for Posttraumatic Stress Disorder
Goal: To obtain pilot ERP and fMRI data for assessing reactivity to auditory (prosodic) threat in healthy children
NIH R37HD090153 (PI Haskins/Pugh) 07/01/2017 – 06/30/2022
Tracking neuro-cognitive changes during evidence-based reading instruction in typically and atypically developing children
Goal: To examine the neurocognitive bases of treatment response to a well-established evidence-based treatment program using MRI and functional near infrared spectroscopy (fNIRS).
NIH R01HD092498 (PI Michigan Kovelman) 07/02/2018 – 04/30/2023
Impact of heritage language on bilingual childrenâs path to English literacy
Goal: To explain the effects of bilingualism on children’s neural architecture for learning to read
NSF CAREER 1749696 (PI Rochester/Daley) 05/01/2018 – 04/30/2023
Motivation in Science among Students with Learning Disabilities: Broadening Participation and Persistence
Goal: To examine the motivational beliefs of middle and high school students with learning disabilities, and contribute to fostering an inclusive STEM educational system and workforce.
Others: NIH T32 (mentor to predoc McNeil & postdoc Clement-Lam), NSF NRT-UtB SLAC (mentor to predoc McNeil)