S9 E7: Neurodiversity and the reading brain, with Ioulia Kovelman, Ph.D.

Susan is joined by Ioulia Kovelman, Ph.D., professor in the Department of Psychology at the University of Michigan, to give educators the perspective of a developmental cognitive neuroscientist on literacy development. Starting with the basics of cognitive science versus brain science, Ioulia gives a comprehensive overview into how the brain changes as children learn to read, including differences seen in neurodiverse students and multilingual/English learners. Ioulia then answers a question from our listener mailbag on neuroscience and dyslexia and how current research can inform teaching strategies. Ioulia ends with a rallying message that scientists, teachers, and children cannot stand alone and need to find ways to connect with each other to strengthen literacy as a whole. Show notes: Submit your literacy questions for a chance to win! Website: Language & Literacy Lab Video: Language & Literacy Project at the University of Michigan Listen: Our mini-series exploring how the Science of Reading serves MLs/ELs Quotes: “We are different learners. And these are really different learners. And by giving them literacy instruction, targeted literacy instruction, we are changing their brains. But that doesn't mean we're making them the same.” —Ioulia Kovelman, Ph.D. “We talked about languages being different. They're exercising slightly different muscles of your language system.” —Ioulia Kovelman, Ph.D. “Science is informed by teachers and children. We're all together. I do not teach children. Teachers don't usually do science. But we have to find ways of connecting with each other.” —Ioulia Kovelman, Ph.D. Episode timestamps* 02:00 Introduction: Who is Ioulia? 06:00 Cognitive science vs brain science 08:00 How the brain changes as children learn to read 11:00 Following brain development for children that struggle with language development 14:00 Physical differences in brain development between the average brain and a neurodiverse brain 17:00 Mailbag question: Neuroscience and dyslexia 20:00 How neuroscience informs teaching strategies for children with dyslexia 25:00 Monolingual vs multilingual brains 33:00 Language literacy lab 38:00 Connecting research to classroom instruction 41:00 Final thoughts *Timestamps are approximate, rounded to nearest minute