Find Academic Supervisors

• Developmental Dyslexia
• Speech Therapy
• Special Education
• +3 more

Ekaterina Vatkova Todorova is an Associate Professor at New Bulgarian University's Department of Health and Social Work. She holds a PhD in Psychology and has over 25 years of academic experience, including roles as Dean of the Undergraduate Faculty and Director of multiple programs. Her expertise spans developmental dyslexia, speech therapy, and special education, with a focus on inclusive practices and interventions for learning disorders. Education: Doctor of Psychology (2006): Dissertation on morphological ability in children with dyslexia Master's in Speech Therapy (1995): Sofia University Research Interests: Neurodevelopmental disorders in literacy acquisition Clinical assessment of articulation disorders Technology-based interventions for special needs education Inclusive education policy development Key Projects: Co-developed Bulgaria's first dyslexia screening program at NBU Lead researcher in EU-funded projects addressing communication disorders Designed adaptive literacy programs for physically disabled children Affiliations: Board Member, Bulgarian Dyslexia Association Member, Institute of Mental Health and Development Founder, NBU's Dyslexia Support Program Grants & Leadership: Directed 9国家级 research projects (2007-2020) Secured €1.2M in EU funding for inclusive education initiatives Recipient of NBU's Excellence in Academic Leadership Award (2016)

Ho Ming ChowView profile

Associate Professor

• Fluency disorders
• Motor speech disorders
• Neural correlates of speech processing
• +4 more

Ho Ming Chow serves as Associate Professor and PhD Program Co-Director in the Communication Sciences & Disorders department within the College of Health Sciences at the University of Delaware. His research bridges neuroscience, speech pathology, and genetics to investigate the neural basis of fluency disorders. His educational background includes a Ph.D. from University of Osnabrueck (2008), M.Phil. from University of Hong Kong (2000), and B.Eng. from University of Hong Kong (1997). His primary research interests focus on fluency and motor speech disorders , neural correlates of speech processing , imaging genetics , neuroimaging methodology , and epilepsy . Dr. Chow directs the Neurobiology of Speech & Language Lab and Interpersonal Neurophysiology Lab, with affiliations in the Center for Bioinformatics & Computational Biology and Interdisciplinary Neuroscience Graduate Program. His publication record shows consistent focus on stuttering neurobiology using advanced neuroimaging techniques. Recent work examines speech rhythm metrics (2025), brain developmental trajectories in childhood stuttering (2023-2024), gut-brain axis connections (2024), and genetic-neuroanatomical relationships (2021). Key methodological contributions include developing objective stuttering assessment pipelines and addressing motion artifacts in pediatric neuroimaging. Scientific recognition includes: NIDCD Early Career Research Award R21 (2016, PI) Delaware Clinical and Translational Research Pilot Grant (2019-2020, PI) NIH Fellows Award for Research Excellence (2015) Meritorious Poster Award from ASHA (2017) Multiple NIH/DAAD research grants His research program integrates clinical practice with basic neuroscience, securing continuous funding since 2009. Current work explores novel treatment approaches through non-invasive brain stimulation and gut microbiome interventions, with emphasis on translating findings to clinical applications for speech disorders.

F. Sayako EarleView profile

Associate Professor

• Speech Perception
• Memory Consolidation
• Language-Based Learning Disorders
• +5 more

F. Sayako Earle is an Associate Professor in the Department of Communication Sciences and Disorders at the University of Delaware's College of Health Sciences. Her research focuses on the interplay between declarative and procedural memory systems in speech perception, memory consolidation, and language-based learning disorders in adults and adolescents. Ph.D., University of Connecticut, 2016 M.A., University of Virginia, 2008 B.A., Kenyon College, 2003 Dr. Earle investigates how sleep and wakeful rest influence the consolidation of speech-motor and speech-perceptual learning, particularly in individuals with developmental language disorders and dyslexia. Her work integrates behavioral methods with sleep polysomnography, actigraphy, and neuroimaging (fMRI, ERP) to map the time course of speech sound representation. Current trends in her publications highlight applications of memory theory to reading acquisition, the role of chronobiology in perceptual learning, and neurocognitive mechanisms of non-native speech adaptation. Scientific awards include: Early Career Contributions in Research Award (ASHA, 2020) Conference Fellow (ASHA/NIDCD co-sponsored, 2016) New Century Doctoral Scholarship (ASH Foundation, 2013) She has secured multiple NIH and institutional grants as principal investigator, including an R21DC016391 on perceptual learning and memory consolidation. As head of the MAPS Lab (Memory and Perception of Speech), her team explores time-of-day effects on perceptual category learning and speech-motor generalization across talkers using polysomnography and web-based platforms.

Amanda Owen Van HorneView profile

Professor

• Child Language Development and Disorders
• Grammar/Syntax
• Morphology
• +3 more

Amanda Owen Van Horne is a Professor and MA Program Director in the Department of Communication Sciences & Disorders at the University of Delaware's College of Health Sciences. Her research bridges clinical practice and scientific inquiry in child language development, with emphasis on evidence-based interventions for developmental language disorders. Education: Ph.D., Purdue University, 2004 M.A., University of Texas at Dallas, 1999 B.S., University of Texas at Dallas, 1997 Research Focus: Dr. Van Horne's work centers on grammar/syntax acquisition and morphological development in children with language disorders. She pioneers computational modeling approaches to intervention design and champions implementation sciences to translate research into clinical practice. Her innovative studies integrate language goals with academic curricula, particularly science education, and examine telehealth delivery systems. Publication Trends: Analysis of her 15 most recent publications reveals expanding focus on telepractice feasibility (2025), curriculum-embedded interventions (2023-2024), and critical examination of diversity in clinical materials (2021). Her work increasingly addresses implementation barriers and promotes international research collaboration for developmental language disorder. Scientific Recognition: 2022-2024 Editor-in-Chief of Language, Speech, and Hearing Services in Schools 2022 UD College of Health Sciences Diversity Advocacy Award 2018 ASHA Editor's Award for landmark intervention study Multiple mentorship awards including SROP Outstanding Mentor (2016) NIDCD/NIH grant reviewer since 2016 Leadership & Mentorship: As MA Program Director, she shapes future clinicians while maintaining active research mentorship. Her NIH review committee service influences national funding priorities. The 2016 SROP mentorship award and 2013 Outstanding Undergraduate Honors Advisor recognition demonstrate sustained commitment to student development across career stages. Lab Leadership: Director of the Treatment Efficacy & Language Learning (TELL) Lab, which recently launched the Language Research Registry to accelerate participant recruitment. The lab's UDaily feature highlights their mission to transform understanding of language impairment's impact on academic performance through innovative intervention studies.

Marko ModianoView profile

Professor

• Linguistics
• Language Policy
• English as a World Language
• +3 more

Marko Modiano is a Professor at the University of Gävle, Sweden, specializing in linguistics with a focus on English as a world language and its role in the European Union. His research examines language policy, sociolinguistics, multiculturalism, and education. He holds a BA from San Francisco State University (1976) and a PhD from Uppsala University (1987). His work addresses key issues such as English Medium Instruction (EMI) in Gulf nations, linguistic pluralism in EU contexts, and post-Brexit language dynamics. He has authored books like Cultures in Contact and Teaching English in a European and Global Perspective , and contributed to journals like World Englishes and European Journal of Language Policy . Education : Bachelor of Arts in English, San Francisco State University, 1976 Doctor of Philosophy in English, Uppsala University, 1987 Research Themes : EU language policy and standardization Globalization of English and cultural impact EMI implementation in diverse educational systems Critical analysis of native-speakerism in ELT Bilingualism/plurilingualism dynamics Modiano's recent publications analyze post-Brexit linguistic shifts, Gulf EMI systems, and EU multilingualism frameworks. His work bridges sociopolitical critique with practical educational strategies. Current research trends emphasize documenting English's evolving role as a transnational lingua franca and addressing equity in language education policies. No formal awards or grant details are listed, though his extensive publication record indicates sustained academic engagement. His writings reflect critical engagement with language's sociocultural dimensions, particularly in multinational contexts like the EU and Gulf states.

Libby BarakView profile

Assistant Professor

• Computational Linguistics
• Language Acquisition
• Developmental Language Disorders
• +5 more

Libby Barak is an Assistant Professor in the Departments of Linguistics and School of Computing at Montclair State University, College of Humanities and Social Sciences. She holds a PhD in Computer Science from the University of Toronto and completed postdoctoral research at Rutgers University (NIH-funded), Princeton University, and the University of Maryland. Her research focuses on computational models of language learning, particularly in children with language disorders and second language learners. She combines computational methods with psycholinguistic insights to study how learners acquire morphology, polysemy, and mental state verbs. Education: PhD in Computer Science, University of Toronto (2012) M.Sc. in Computational Linguistics, Bar-Ilan University (2008) Research Interests: Computational cognitive modeling, morphology acquisition, language disorders, second language learning, child-directed speech analysis, and construction grammar. Her work bridges computational linguistics and developmental psycholinguistics. Grants & Fellowships: NIH-funded postdoctoral fellowship at Rutgers University- Newark (2015-2018). Labs & Collaborations: Active member of the Widening NLP workshop (WiNLP), promoting underrepresented researchers in NLP fields. Collaborations include projects on computational models of verb acquisition and language disorder diagnostics.

Tiffany HoganView profile

Professor

• Developmental Language Disorders
• Dyslexia
• Speech and Language Pathology
• +3 more

Tiffany Hogan, PhD, CCC-SLP is a Professor in the Department of Communication Sciences and Disorders at the MGH Institute of Health Professions, and Director of the SAiL Literacy Lab. Her research focuses on genetic, neurologic, and behavioral links between oral and written language development, with emphasis on comorbid speech, language, and literacy disorders. Funded by NIH and IES grants, her work translates research into school-based practices through implementation science frameworks. Education: B.S. (University of Central Missouri), M.S. (University of Central Missouri), Ph.D. (University of Kansas). She teaches graduate courses in literacy assessment, intervention leadership, and academic professionalism. Active in national committees for the American Speech-Language-Hearing Association and the Society for the Scientific Study of Reading, she advocates for diagnostic clarity and equity in special education. Research Highlights Developmental language disorder (DLD) and dyslexia diagnostics Working memory profiles in neurodiverse populations Implementation of evidence-based literacy interventions Impact of pandemic disruptions on language development Professional Contributions Host of the SeeHearSpeak Podcast discussing language and literacy issues Recipient of an $8.9M NIH grant to address learning disabilities Collaborator in the RSM-Institute Partnership for Charlestown education initiatives Lab Activities The SAiL Literacy Lab develops tools for early identification of language disorders and evaluates school-based interventions to bridge research-practice gaps.

Jordan R. GreenView profile

Professor

• Speech Production Disorders
• Oromotor Skill Development
• Quantification of Speech Motor Performance
• +6 more

Jordan R. Green, PhD, CCC-SLP, FASHA, is the Matina Souretis Horner Professor in Rehabilitation Sciences and Chief Scientific Advisor at the MGH Institute of Health Professions. He leads the Speech and Feeding Disorders Lab, focusing on speech motor control, neurodegenerative diseases, and AI-driven speech analysis. His roles include strategic research planning and mentoring. Education: PhD in Speech and Hearing Sciences from the University of Washington, Seattle. Notable awards include the Willard R. Zemlin Award and ASHA’s highest honor, the Honors of the Association (2024). Research interests span ALS biomarkers, autism speech patterns, and AI applications in speech disorders. Collaborations include Harvard, MIT, and industry partners like Google. His work has generated over $50M in research funding and 20+ NIH grants. Recent articles highlight innovations in personalized ASR systems, ALS progression tracking, and speech biomarkers for Alzheimer’s. His lab’s 4D tongue motion imaging and AI tools aim to revolutionize communication access for disordered speech patients. Advising: Mentored over 30 PhD/postdoc trainees. Grants focus on speech analytics, facial transplantation recovery, and ALS monitoring. Lab collaborations extend to Brigham and Women’s Hospital and global institutions like the University of Toronto.

Nicola SavillView profile

Senior Lecturer

• Cognitive Psychology
• Neurobiology of Language
• Developmental Dyslexia
• +3 more

Dr Nicola Savill is a Senior Lecturer in Psychology at York St John University and co-lead of the REF Unit of Assessment. She holds a PhD from Bangor University (2011) and MSc/BSc degrees in Psychological Research and Human Psychology. Her research focuses on cognitive and neurobiological mechanisms underlying language processing, particularly reading, verbal short-term memory, and phonological binding. She employs experimental psycholinguistics, EEG, and neuroimaging techniques, collaborating with the University of York on projects like phonological binding in verbal memory. Education includes a PhD in Psychology from Bangor University, an MSc in Psychological Research from the University of Wales Bangor, and a BSc in Human Psychology from Aston University. Her work addresses semantic and phonological influences on language processing, with studies on developmental dyslexia and bilingualism. Research interests span phonological function, semantic retrieval, and neuroimaging. She is a Fellow of the Higher Education Academy and a reviewer for journals including Journal of Cognitive Neuroscience and PLoS ONE . She teaches modules on biological bases of behavior, advanced topics in brain and behavior, and research methods. Her lab collaborations focus on cognitive neuroscience and EEG studies. She welcomes PhD candidates interested in experimental psychology and EEG-based research on language and memory.

• Literacy Education
• Reading Didactics
• Montessori Pedagogy
• +4 more

Gabriele Steinmair is a lecturer at the Upper Austrian University of Education (PH OÖ), affiliated with the Institute for Elementary and Primary Education and the Department of Primary School Didactics German. She specializes in literacy education, focusing on reading assessment, spelling development, and reform pedagogy, particularly Montessori approaches. EDUCATION: Master's in Educational Management and School Development (PH OÖ, 2012); Hochschuldidaktikum (2013); Montessori Pedagogy Certification (1992/93) Her research emphasizes: Early literacy and reading disorders Digital screening tools (e.g., SCHNAPP project) Cooperative learning and heterogeneous classrooms Language acquisition and phonological processing Her recent publications (2022-2025) analyze digital assessments for spelling deficits, gender disparities in reading, and bilingualism's role in literacy. She leads the 'Languages – Literatures – Cultures' department (2019) and has contributed to lesson studies and Montessori educational frameworks since 2011. No formal scientific awards are mentioned.

Christoph WeberView profile

Professor

• Educational Research
• Educational Inequalities
• Teacher Training Research
• +3 more

Dr. Christoph Weber is a University Professor for Empirical Educational Research at the Upper Austrian University of Education (PH OÖ), focusing on research methods, evaluation, and educational inequalities. Since 2021, he has led the Coordination and Service Center for Research at PH OÖ and contributes to the Linz Research Center for Educational Research and Evaluation (zB). Academic appointment: Professor since 2021 Key affiliations: PH OÖ, JKU Linz Methodological expertise: Quantitative approaches (multilevel analysis, panel data, structural equation modeling) His research spans educational disparities, teacher training, and pandemic-related educational challenges. Recent projects analyze test mode effects in vocabulary assessment, app-based diagnostic tools for spelling deficits, and social communication in deaf populations . Google Scholar articles highlight studies on sign language assessment, arithmetic development, and teacher collaboration dynamics. Publications since 2021 emphasize compensating pandemic learning gaps impact of school closures methodological innovations in teacher training language screening for preschoolers peer effects in educational settings He also contributes to policy evaluations like Austria's New Middle School (NMS) reforms.

• Psychiatry
• Digital Health
• Mental Health Treatment Innovation
• +5 more

Manu Sharma, MD is an Assistant Clinical Professor of Psychiatry at Yale School of Medicine (Yale University). He serves as Unit Chief of the Inpatient Psychosis Unit at Yale New Haven Psychiatric Hospital, focusing on developing digital health tools to improve care for individuals with chronic and serious mental illnesses. His research interests include digital psychiatry innovations, anti-inflammatory interventions in schizophrenia, and biomarker discovery in mental health. Sharma’s academic contributions span neuroimaging, systemic reviews of treatment efficacy, and clinical challenges in psychiatric diagnosis. Notable work includes studies on resting-state functional connectivity in schizophrenia, inflammatory markers in bipolar disorder, and neuromodulation for treatment-resistant depression. He has been recognized with an appointment to the American Psychiatric Association (APA) Committee on Innovation, focusing on digital health advancements. His clinical expertise bridges inpatient care and academic research, emphasizing translational medicine. Ongoing projects explore real-world task ambiguity in mental healthcare and the role of anti-inflammatory therapies in metabolic syndrome comorbidities. Sharma’s work aims to integrate technology-driven solutions into standard psychiatric practices while addressing systemic gaps in patient care.

• Language Development
• Autism Spectrum Disorders
• Bilingualism
• +3 more

Valentin Ivanov Vulchanov is a Researcher at the Department of Language and Literature, Norwegian University of Science and Technology (NTNU). His research focuses on language development, autism spectrum disorders, bilingualism, and gesture-language interaction. He has collaborated with institutions globally, contributing to over 50 peer-reviewed publications since 2000. Key research themes include figurative language processing in ASD, statistical learning mechanisms in children, and cross-linguistic spatial communication systems. His work bridges cognitive linguistics, neuropsychology, and developmental psycholinguistics, with notable contributions to understanding sensory and motor correlates of language acquisition. Recent studies highlight spatial language deficits in autism, gesture's role in early communication, and bilingualism effects on deictic systems. Vulchanov has co-edited volumes on native speaker variability and served on editorial boards for journals like Journal of Cultural Cognitive Science . His research has been supported by grants exploring language disorders in multilingual contexts and neurocognitive foundations of metaphor comprehension. Collaborations include projects with the University of Oslo, University of Edinburgh, and institutions in Bulgaria and Spain.

Peter BexView profile

Professor

• Vision Science
• Clinical Ophthalmology
• Neuroscience
• +5 more

Peter Bex is Chair and Professor of Psychology at Northeastern University's College of Science, leading the Translational Vision Lab. His research bridges basic visual neuroscience and clinical ophthalmology, focusing on sensory processing under real-world conditions and developing diagnostic/therapeutic tools for blinding diseases like AMD, Glaucoma, and Amblyopia. He holds a PhD in Visual Neuroscience and has pioneered adaptive vision testing methods like AIM (Angular Indication Measurement). His lab collaborates with institutions like the Boston Museum of Science to advance eye movement and attention research. Research interests include: 1) Real-world vision modeling using dynamic natural scenes, 2) Neurological basis of visual deficits in amblyopia and cerebral visual impairment, 3) Development of tablet-based diagnostic tools for color vision and stereopsis. Recent work explores how event knowledge influences gaze patterns and the neural correlates of visual search in impaired populations. Over 50 peer-reviewed articles span vision science, neuroscience, and clinical ophthalmology. Notable contributions include discovering how peripheral optical quality predicts myopia development and demonstrating dorsal/ventral stream differences in CVI patients. His lab's innovations include fusion-range testing via eye tracking and gaze-contingent paradigms for studying scotoma effects. Grants and collaborations support translational research, with emphasis on maximizing residual vision in visually impaired populations. Active projects include developing brain-vision diagnostic systems and exploring tactile-augmented perception for low-vision rehabilitation.

Fred DickView profile

Professor

• Auditory Neuroscience
• Speech Perception
• Cognitive Development
• +4 more

Fred Dick is a Professor and former Director of the BUCNI (Birkbeck-UCL Centre for Neuroimaging) at Birkbeck, University of London. His primary affiliation is with the Department of Psychological Sciences. His research focuses on auditory and speech processing, attention mechanisms, neuroimaging techniques, and developmental cognitive neuroscience. He has led studies on neural entrainment in ADHD, functional connectivity in congenital amusia, and cross-modal perceptual strategies. His work is supported by grants from prestigious institutions including the National Institutes of Health, European Commission, and Royal Society. Notable contributions include developing the Multidimensional Battery of Prosody Perception (MBOPP) and pioneering studies on auditory sequence processing in primates. Key themes in his research include: neural correlates of attention, developmental disorders affecting auditory processing, and the role of musical expertise in sensory learning. His interdisciplinary approach integrates fMRI, EEG, and behavioral methods to map brain function across populations. He has published extensively on topics like cortical laminar dynamics, neuroimaging techniques for myelination assessment, and the evolution of auditory pathways. His findings have advanced understanding of how attention modulates auditory processing and how neural networks adapt to sensory challenges.