Ola Ozernov-Palchik

Researcher, Boston University/MIT

Ola Ozernov-Palchik, PhD, is a cognitive neuroscientist whose research focuses on how children learn to read and why some children struggle. Her work examines the cognitive, linguistic, and neural foundations of literacy development and developmental dyslexia, with an emphasis on improving early identification and intervention. She also studies how AI-enabled technologies can be grounded in rigorous evidence to support more precise, equitable, and effective learning. She is the founder and director of EVAL, Evidence-Based AI in Learning, a Boston University research infrastructure that generates decision-useful evidence on AI-enabled K–12 educational tools. Her work has been published in venues including Nature Communications, NeuroImage, Scientific Studies of Reading, and NeurIPS, and has been supported by federal agencies and private foundations. Previously, she directed the Mind, Brain, and Education master’s program at the Harvard Graduate School of Education.

Satra Ghosh

Senior Research Scientist, MIT

Satrajit Ghosh, PhD, is a computer scientist and computational neuroscientist whose work brings together machine learning, speech communication, neuroimaging, and open scientific infrastructure. He is a Senior Research Scientist at MIT’s McGovern Institute for Brain Research and Director of the Open Data in Neuroscience Initiative. His research develops scalable, reproducible systems for studying human communication, brain function, and health. He also directs the Senseable Intelligence Group, where he leads projects on spoken communication, brain imaging, and informatics. Across his work, Dr. Ghosh advances open, AI-ready research infrastructure that supports more transparent, reusable, and collaborative science.

John Gabrieli

Professor, MIT

John Gabrieli, Ph.D., is Grover Hermann Professor of Health Sciences and Technology and Cognitive Neuroscience at the Massachusetts Institute of Technology (MIT). He is Director of the Martinos Imaging Center at the McGovern Institute for Brain Research and has appointments in the Harvard Graduate School of Education and the Department of Psychiatry at the Massachusetts General Hospital. He has multiple publications on the brain basis of dyslexia, the brain plasticity underlying effective instruction for children with dyslexia, and the use of educational technology to enhance language and reading skills in children.