Dr. Koo is currently an Assistant Professor in the Department of Psychology at Gallaudet University. After receiving his Ph.D. in Brain and Cognitive Sciences from the University of Rochester in 2003, he did his post-doctoral fellowship at Georgetown University's Center for the Study of Learning. His research on the functional neuroanatomy of reading and phonological processes in deaf populations is ongoing and is currently funded by VL2. Dr. Koo is interested in how the visual language learning experience of deaf individuals shape their linguistic representations and processes. To effectively explore the interplay of communication modality and linguistic systems, he studies how deaf cuers and signers analyze and process their native linguistic input. His research interests include adult language processing of cued and signed languages, the effect of modality on language processing and cognition, and the acquisition of cued and signed languages.
The is material is based upon work supported by the National Science Foundation under grant number SBE-0541953. Any opinions, findings, and conclusions or recommendations expressed are those of the author and do not necessarily reflect the views of the National Science Foundation.
Dr. Koo is currently an Assistant Professor in the Department of Psychology at Gallaudet University. After receiving his Ph.D. in Brain and Cognitive Sciences from the University of Rochester in 2003, he did his post-doctoral fellowship at Georgetown University's Center for the Study of Learning. His research on the functional neuroanatomy of reading and phonological processes in deaf populations is ongoing and is currently funded by VL2. Dr. Koo is interested in how the visual language learning experience of deaf individuals shape their linguistic representations and processes. To effectively explore the interplay of communication modality and linguistic systems, he studies how deaf cuers and signers analyze and process their native linguistic input. His research interests include adult language processing of cued and signed languages, the effect of modality on language processing and cognition, and the acquisition of cued and signed languages.