The Gene-Environment interplay in reading development and on recovery from learning difficulties and special educational needs

Learning disorders are the leading cause of disability in school-aged children. Although special educational needs provisions can be effective, their success varies widely, and it remains difficult to predict which children will benefit or why.. We propose incorporating genetic factors to enhance our understanding of the causes of these disorders, as well as the individual differences in learning trajectories and responses to intervention.
This project will test the hypothesis that genetic factors, in conjunction with social and biological environmental factors, may improve our ability predict the outcomes of children with learning disorders or special educational needs.