A/Prof Psychology @NTRscience; Vis/Prof @UniOslo. Developmental science, education equality, genetics. #ERCStG #VIDI, also @drelsje.bsky.social🤸
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ALT Illustration showing multiple levels that shape language and reading development. At the centre is the child, whose behaviour, cognition, brain, and genes all influence one another. The child both influences and is influenced by their parents through genetically shaped interactions. Parents pass on genes and also shape the home and learning environment based on their own traits and experiences. Surrounding the family are wider levels: school, community, and society. These broader environments affect learning opportunities and expectations, and are themselves shaped by cultural and policy contexts. Together, these nested layers highlight that language and reading difficulties—such as dyslexia or developmental language disorder (DLD)—cannot be explained by a single cause. They emerge from complex, reciprocal influences across biology, cognition, family, and environment. Figure designed by Neil Usher. From this review paper: https://doi.org/10.31234/osf.io/w23yz_v1
ALT Diagram illustrating the interactive cycle between theory, research, and practice in developing and refining reading and language interventions. Arrows connect three main components: Theory – conceptual frameworks about how learning works and which mechanisms may drive change. Research – studies that test these mechanisms, providing empirical evidence about what improves reading or language outcomes. Practice – real-world interventions in classrooms and clinical settings, where results inform and challenge theoretical assumptions. The cycle emphasises that intervention is not the end-point of science but part of the scientific process: each round of implementation feeds back into theory and research, improving understanding and effectiveness. Figure designed by Neil Usher. From this review paper: https://doi.org/10.31234/osf.io/w23yz_v1
ALT Illustration showing multiple levels that shape language and reading development. At the centre is the child, whose behaviour, cognition, brain, and genes all influence one another. The child both influences and is influenced by their parents through genetically shaped interactions. Parents pass on genes and also shape the home and learning environment based on their own traits and experiences. Surrounding the family are wider levels: school, community, and society. These broader environments affect learning opportunities and expectations, and are themselves shaped by cultural and policy contexts. Together, these nested layers highlight that language and reading difficulties—such as dyslexia or developmental language disorder (DLD)—cannot be explained by a single cause. They emerge from complex, reciprocal influences across biology, cognition, family, and environment. Figure designed by Neil Usher. From this review paper: https://doi.org/10.31234/osf.io/w23yz_v1
ALT Illustration showing multiple levels that shape language and reading development. At the centre is the child, whose behaviour, cognition, brain, and genes all influence one another. The child both influences and is influenced by their parents through genetically shaped interactions. Parents pass on genes and also shape the home and learning environment based on their own traits and experiences. Surrounding the family are wider levels: school, community, and society. These broader environments affect learning opportunities and expectations, and are themselves shaped by cultural and policy contexts. Together, these nested layers highlight that language and reading difficulties—such as dyslexia or developmental language disorder (DLD)—cannot be explained by a single cause. They emerge from complex, reciprocal influences across biology, cognition, family, and environment. Figure designed by Neil Usher. From this review paper: https://doi.org/10.31234/osf.io/w23yz_v1
ALT Diagram illustrating the interactive cycle between theory, research, and practice in developing and refining reading and language interventions. Arrows connect three main components: Theory – conceptual frameworks about how learning works and which mechanisms may drive change. Research – studies that test these mechanisms, providing empirical evidence about what improves reading or language outcomes. Practice – real-world interventions in classrooms and clinical settings, where results inform and challenge theoretical assumptions. The cycle emphasises that intervention is not the end-point of science but part of the scientific process: each round of implementation feeds back into theory and research, improving understanding and effectiveness. Figure designed by Neil Usher. From this review paper: https://doi.org/10.31234/osf.io/w23yz_v1
