Ioulia Kovelman

Associate Professor

University of Michigan

Psychology

Faculty of Arts

Research Themes:
Language, Sustainability and Transnationalism, The Communicating Mind and Body

Ioulia is an Associate Professor of Psychology at the University of Michigan. As a developmental cognitive neuroscientist, she studies the effects of bilingualism on children's language, literacy, and brain development. Her work involves questions of bilingual and cross-linguistic effects in typical language development and in children with language-based learning impairments such as dyslexia. To study bilingualism, she uses a variety of experimental and neuroimaging approaches, especially those involving fNIRS neuroimaging. She welcomes cross-linguistic and cross-cultural collaborations and students interested in the Bilingual Brain. Ioulia's laboratory's website at the University of Michigan provides further insight into her work.

Select Publications:

Marks, R., Labotka, D., Sun, X., Nickerson, N., Zhang, K., Eggleston, R., Yu, C., Uchikoshi, Y., Hoeft, F., & Kovelman, I. (2022). Morphological awareness contributes to early literacy in linguistically-diverse learners. Bilingualism: Language and Cognition. https://doi.org/10.1017/S1366728922000517

Marks., R., Sun, X., López, E.M., Nickerson, N., Caruso, V., Hernandez, I., Satterfield, T., Kovelman, I. (2022). Cross-linguistic transfer of morphological awareness and reading skill in Spanish-English bilingual children. International Journal of Bilingualism and Bilingual Education. https://doi.org/10.1080/13670050.2022.2090226

Sun, X., Marks, R., Zhang, K., Yu, C.L., Eggleston, R., Nickerson, N., Chou, T.L., Hu, X.S., Tardif, T., Satterfield, T., & Kovelman, I. (2022). Brain bases of English morphological processing: A comparison between Chinese-English, Spanish-English bilingual, and English monolingual children. Developmental Science. https://doi.org/10.1111/desc.13251

Arredondo, M., Kovelman, I., Stojanov, L., Satterfield, T., Beltz, A. (2022). Person-specific connectivity mapping uncovers differences of bilingual language experience on brain bases of attention in children. Brain & Language, 227 (2022), 105084, 10.1016/j.bandl.2022.105084

Wagley, N, Marks, R.A., Bedore, L., & Kovelman I. (2022). Contributions of bilingual home environment and language proficiency to children’s Spanish-English reading outcomes. Child Development. https://doi.org/10.1111/cdev.13748

Sun, X., Zhang, K., Marks, R., Nickerson, N., Eggleston, R., Yu, C.-L., Chou, T.L, Tardif, T. & Kovelman I. (2022). What’s in a Word? Impact of bilingual acquisition on children’s quality of semantic and phonological representations for learning to read in English. Child Development. https://doi.org/10.1111/cdev.13666