Ola Ozernov-Palchik
Senior Research Scientist
Dr. Ola Ozernov-Palchik is a senior research scientist at Boston University Wheelock College of Education and Human Development and a research scientist at the McGovern Institute for Brain Research at MIT. Her research focuses on the neurocognitive mechanisms of reading and language comprehension, with an emphasis on typical and atypical development. Dr. Ozernov-Palchik employs advanced cross-disciplinary methods in her research, including neuroimaging, psycholinguistic experiments, and longitudinal methods. Currently, she is leading two large-scale projects. One project at MIT aims to characterize the longitudinal changes in neural and cognitive substrates of reading comprehension in children with dyslexia. The other project at BU aims to develop an open-source intelligent platform for large-scale multimodal educational data to improve early risk identification and treatment for students with disabilities.
In addition to her research, Dr. Ozernov-Palchik served as the program director for the Mind, Brain, and Education master’s program at Harvard Graduate School of Education and currently lectures there. She is an advocate for universal screening for early literacy and evidence-based literacy instruction, both locally and nationally. Dr. Ozernov-Palchik is a recipient of the prestigious Early Career Award from the International Dyslexia Association and has published more than 30 peer-reviewed journal articles and presented at countless national and international conferences and meetings.
Education
PhD, Cognitive Science, Tufts University
MS, Counseling, Southern Methodist University
BS, Psychology, Southern Methodist University
Selected Publications
Ozernov-Palchik, O*., Sideridis, G. D*., Norton, E. S., Beach, S. D., Wolf, M., Gabrieli, J. D., & Gaab, N. (2022). On the cusp of predictability: Disruption in the typical association between letter and word identification at critical thresholds of RAN and phonological skills. Learning and Individual Differences, 97, 102166.
Ozernov-Palchik, O., Sury, D., Turesky, T., Yu, X., Gaab, N. (2022) Longitudinal changes in brain activation underlying reading fluency. Human Brain Mapping.
Ozernov-Palchik*, O., Olson*, H. A., Arechiga, X. M., Kentala, H., Solorio-Fielder, J. L., Camacho Torres, Y., Gardino, N. D., Deffenbach, J. R., Gabrieli, J. D. E. (2022). A Developmental Researcher's Guide to Remote Intervention Studies. Frontiers in Psychology: Developmental Psychology doi: 10.31234/osf.io/k9632
Ozernov-Palchik, O., Beach, S. D., Brown, M., Centanni, T., Gaab, N., Kuperberg, G., ... & Gabrieli, J. (In Press). Speech-specific perceptual adaptation deficits in children and adults with dyslexia. Journal of Experimental Psychology: General. 10.31234/osf.io/4n5ec
Ozernov-Palchik, O., Centanni, T. M., Beach, S. D., May, S., Hogan, T., & Gabrieli, J. D. (2021). Distinct neural substrates of individual differences in components of reading comprehension in adults with or without dyslexia. NeuroImage, 226, 117570.
Ozernov‐Palchik, O., Norton, E. S., Wang, Y., Beach, S. D., Zuk, J., Wolf, M., & Gaab, N. (2019). The relationship between socioeconomic status and white matter microstructure in pre‐reading children: A longitudinal investigation. Human Brain Mapping.
Ozernov-Palchik, O. & Gabrieli, J. D. E. (2018). Neuroimaging, Early identification, and personalized intervention for developmental dyslexia. Perspectives on Language—Summer 2018.
Ozernov-Palchik, O., Norton, ES., Sideris, G., Beach, S., Wolf, M., Gabrieli, JDE., Gaab., N. (2016). Longitudinal stability of pre-reading skill profiles of kindergarten children: Implications for early screening and theories of reading. Developmental Science.
Ozernov-Palchik, O. & Gaab, N. (2016). Tackling the “dyslexia paradox” with the help of neuroimaging. Perspectives on Language and Literacy.