Ola Ozernov-Palchik

Research

Ongoing Projects

有限公司

Ozernov-Palchik, O*., Olson, H. A*., Arechiga, X. M., Kentala, H., Solorio-Fielder, J. L., Wang, K. L., ... & Gabrieli, J. D. (2022). Implementing remote developmental research: A case study of a randomized controlled trial language intervention during COVID-19. Frontiers in Psychology, 12, 734375.

Olson, H*., Ozernov-Palchik, O*., Arechiga, X., & Gabrieli, J. (2024). Remote text-supplemented audiobook intervention improves vocabulary knowledge in third and fourth-grade students. https://osf.io/zac9d/.

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Ozernov-Palchik, O*., O'Brien, A.M.*, Lee, E.J., Richardson, H., Romeo, R., Lipkin, B., Small, H., Capella, J., Nieto-Castañón, A., Saxe, R., Gabrieli, J.D. & Fedorenko, E. (2024). Precision fMRI reveals that the language network exhibits adult-like left-hemispheric lateralization by 4 years of age. https://www.biorxiv.org/content/10.1101/2024.05.15.594172v2.abstract.

Domain-Specific and General Learning Processes in Literacy Development and Dyslexia
This research focuses on understanding the learning mechanisms that support literacy development and the specific deficits that contribute to phonological impairments in developmental dyslexia. While individuals with developmental dyslexia exhibit broader perceptual deficits in the auditory domain, their implicit learning deficits are particularly pronounced in the linguistic domain, such as in speech perception. My work, using psycholinguistic, procedural learning, and statistical learning experiments, reveals that individuals with dyslexia struggle with speech-specific perceptual adaptation and exhibit impaired neural representation of speech sounds. However, these deficits do not extend to non-linguistic auditory processing, such as tones. Interestingly, despite these challenges, individuals with dyslexia often achieve typical oral language, pointing to domain-specific learning abilities.

Ozernov-Palchik, O*., Qi, Z., Beach, S.D., Centanni, T., Gabrieli, J.D.E. (2023). Procedural and statistical learning in individuals with dyslexia. Neuropsychologia.

Beach, S. D., Ozernov-Palchik, O., May, S. C., Centanni, T. M., Perrachione, T. K., Pantazis, D., & Gabrieli, J. D. (2022). The Neural Representation of a Repeated Standard Stimulus in Dyslexia. Frontiers in Human Neuroscience, 283.

Ozernov-Palchik, O., Beach, S. D., Brown, M., Centanni, T., Gaab, N., Kuperberg, G., ... & Gabrieli, J. (2022). Speech-specific perceptual adaptation deficits in children and adults with dyslexia. Journal of Experimental Psychology: General.

Preventing Reading Failure Using Speech Recognition and Machine Learning Technologies
Early identification of reading difficulties is essential for effective intervention, but current kindergarten screening methods focused on speech rather than reading are limited in scalability and specificity. This project aims to create an open database with annotated speech samples from kindergartners to predict future reading outcomes. By leveraging speech recognition technology and hosting crowdsourcing competitions, we will develop tools to automatically score speech outputs and predict which children are at risk for reading difficulties, providing early support. Our goal is to significantly reduce false positives in identifying at-risk children. Additional focus on this project is on applying advanced machine learning methods to analyze large dyslexia datasets and survey data to identify factors that determine the timing and accuracy of risk and reading disability diagnosis.