Krystina’s research examines the effects of phonological awareness interventions on French immersion at-risk kindergarten students. She is especially interested in the response to intervention (RTI) model to decrease number of children in special education. Her doctoral research focuses on the development of language and literacy skills in bilingual English-French speaking children, and their contributions to reading comprehension. Krystina continues to be devoted to issues supporting bi/multilingual education and is passionate about helping students particularly through the lenses of anti-racism, equity, diversity, and inclusion.