Peer-reviewed article
EXPRESS: Progress and perspectives on developmental language and reading disorders.
van Bergen EV, Dawson N, James E, Krishnan S ·
Summary
Written by AI, not yet AICS's view ·Key points
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Abstract
Why do some children learn to read or talk more easily than others? We review recent advances in genetics, neuroscience, cognition, and intervention research. About half of the variation in language and reading outcomes is explained by genetic differences. Yet genes and environments are intertwined - for example, children's early language exposure is partly shaped by their parents' genetically influenced traits. Neuroimaging studies show that language and reading disorders involve not only domain-specific brain regions but also subcortical systems supporting learning in general. In cognition, a move beyond identifying core deficits toward understanding how children actively learn offers new insights into diverse developmental pathways. We highlight how interventions not only draw from but also contribute to theory, by revealing the mechanisms that drive change. Throughout, we emphasise how longitudinal and intervention studies have helped us distinguish which neural and cognitive characteristics are stable traits versus those that are responsive to intervention. We advocate for developmentally sensitive, large-scale studies and open, interdisciplinary collaboration among researchers and practitioners to advance our understanding of reading and language disorders and improve children's outcomes.