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Jason Yeatman

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Jason Yeatman

Assistant Professor

Assistant: Jesse Rivas


Dr. Jason Yeatman is an Assistant Professor in the Graduate School of Education and Division of Developmental and Behavioral Pediatrics at Stanford University. Dr. Yeatman completed his PhD in Psychology at Stanford where he studied the neurobiology of literacy and developed new brain imaging methods for studying the relationship between brain plasticity and learning. After finishing his PhD, he took a faculty position at the University of Washington’s Institute for Learning and Brain Sciences before returning to Stanford.

As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. His lab employs a collection of structural and functional neuroimaging measurements to study how a child’s experience with reading instruction shapes the development of brain circuits that are specialized for this unique cognitive function.

Other Titles

Assistant Professor of Pediatrics (Developmental-Behavioral Pediatrics) and of Education
Assistant Professor, Graduate School of Education

Research Interests

Brain and Learning Sciences | Child Development | Data Sciences | Early Childhood | Literacy and Language | Psychology | Research Methods | Special Education | Technology and Education

See a full list of GSE Faculty research interests >

Recent Publications

Bain, J. S., Yeatman, J. D., Schurr, R., Rokem, A., & Mezer, A. A. (2019). Evaluating arcuate fasciculus laterality measurements across dataset and tractography pipelines. HUMAN BRAIN MAPPING, 40(13), 3695–3711.

White, A. L., Boynton, G. M., & Yeatman, J. D. (2019). The link between reading ability and visual spatial attention across development. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior, 121, 44–59.

Donnelly, P. M., Huber, E., & Yeatman, J. D. (2019). Intensive Summer Intervention Drives Linear Growth of Reading Skill in Struggling Readers. FRONTIERS IN PSYCHOLOGY, 10.

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